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Board 8: Work in Progress: Dialogue Videos Foster Interaction Between Homework Partners

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Biomedical Division Poster Session

Tagged Division

Biomedical Engineering

Page Count

7

Permanent URL

https://peer.asee.org/30111

Download Count

35

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Paper Authors

biography

Michael R. Caplan Arizona State University

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Michael Caplan earned his undergraduate degrees from The University of Texas at Austin and his PhD from the Massachusetts Institute of Technology. Following post-doctoral research at Duke University Medical Center in Cell Biology, Michael joined the faculty of Arizona State University in 2003, and he is now an Associate Professor in Biomedical Engineering.

Dr. Caplan’s research focuses on molecular cooperativity in drug targeting, bio-sensing, and cell signaling. Current projects align along three main themes: local drug delivery, endothelial dysfunction in diabetes, and cooperative DNA diagnostics. Recent awards include the Jeanette Wilkins Award for the best basic science paper at the Musculoskeletal Infection Society.

Dr. Caplan teaches several classes including Biotransport Phenomena, Biomedical Product Design and Development II (alpha prototyping of a blood glucose meter), and co-teaches Biomedical Capstone Design. Dr. Caplan also conducts educational research to assess the effectiveness of interactive learning strategies in large classes (~150 students).

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biography

Joshua Adams Arizona State University

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Joshua Adams is a graduate student at Arizona State University. He currently works in Chi's Learning and Cognition Lab. His interests include collaborative learning and statistical modeling.

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biography

Michelene T.H. Chi Arizona State University

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Micki Chi is the Dorothy Bray Endowed Professor of Science and Teaching in the MLF Teachers College at Arizona State University. She is a member of the American Academy of Arts and Sciences and the National Academy of Education. She was awarded the Wickenden Award from ASEE in 2014, the Thorndike Career Achievement Award from the American Psychological Association in 2015, and the Distinguished Contributions to Research in Education Award from the American Educational Research Association in 2016. Her research focuses on how instructors can enhance students’ learning by making them more constructive and interactive, based on her ICAP framework. She is also interested in developing interventions that can help students understand the inter-level causal relations between micro-level elements and macro-level patterns of many emergent kind of science processes, as well as new instructional formats such as learning from videos of tutorial dialogues.

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Abstract

Interaction between students enhances learning gains when these interactions involve constructive inferences and each student participates by making constructive inferences. When students are outside of the classroom, achieving that quality of interaction is challenging, but doing so would greatly enhance the students’ preparation for class or follow-through after class. In this study we seek to use dialogue videos to foster interactions between pairs of students outside of the classroom while working on homework in a flipped bio-transport class (fluid dynamics, heat transport, and mass transport). Thus, our research question is: Do dialogue videos enhance learning and foster interaction between students? Students in a bio-transport class were assigned into pairs (dyads) to work on a collaborative homework that was similar but not identical to an example problem worked by a tutee on the video. Pre and post quizzes show a "huge" effect size (d=2.54) and post-quiz average of 68.4%. These are comparable to the educational gold standard, one-on-one tutoring by an instructor (d=2.0, post-quiz ~80%). Providing task feedback during this process slightly improved learning gains, and use of these dialogue videos slightly improved learning gains over use of monologue videos (d=0.2, 2.1% difference in post-quiz scores). However more students prefer monologue videos (46%) than prefer dialogue videos (28%). And, although students agree that transport phenomena is valuable/useful to their careers, they do not feel that this method of doing homework is valuable/useful. This apparent mismatch in perception vs. learning gains is likely due to students' dislike of working with assigned partners and the increased time commitment required.

Caplan, M. R., & Adams, J., & Chi, M. T. (2018, June), Board 8: Work in Progress: Dialogue Videos Foster Interaction Between Homework Partners Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30111

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