June 24, 2017
June 24, 2017
June 28, 2017
As the general rise in technology continues, it is also becoming more present in the instruction of courses by using online interfaces for homework, clicker questions, and electronic grade centers. Courses are now offered in other formats such as hybrid, flipped, and online. Hybrid and flipped courses allow students to watch lectures online prior to class and use in-class time to work on problems in teams and have open discussions with peers and instructors; however, at large universities, it is difficult to provide incentive for students to participate and watch lectures outside of class as it is harder for professors to have one-on-one interaction with each student and keep track of their involvement. Active learning techniques such as interactive lectures, proof-of-concept quizzes after watching videos, and required pre-class assignments on lecture topics are currently being studied as ways to increase viewing of online lectures. In this work, we will explore the effectiveness of short video lectures with embedded supplemental links to additional resources. More specifically, we will assess the effectiveness of pop-up link videos to encourage students to watch and become familiar with course content online before class time as well as increase student achievement and attitude in Transport Phenomena for Biomedical Engineers, a junior level biomedical engineering course at a large southwest university. The course has both in-class and out-of-class components. Currently, out of class, students watch traditional class length videos available online followed by a Muddiest Point survey. In class, the instructor presents feedback about the Muddiest Points followed by group-based problem solving sessions facilitated by undergraduate teaching assistants. Currently, we are developing interactive lecture videos that will have pop-up links to more in-depth helpful videos and notes. We will then correlate student achievement on corresponding exams to student survey results about exam preparation strategies and resources, including viewing of online lectures and related pop-up link information. Additionally, we will assess student attitude regarding interest, utility, and “cost” (in terms of time, effort, and emotion) using a survey adapted from Carberry, et al.’s survey of the value of Muddiest Points. In summary, this work will determine the effectiveness of the video lectures accompanied by additional pop-up links with resources in a large, junior level biomedical engineering course, in terms of achievement and attitude.
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