Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
This complete research paper examines the use and impact of a series of optional interactive online videos (“screencasts”) to develop metacognition and learning perspectives in first-year engineering students. In 2018, eight screencasts were distributed once per week at the start of an introduction to engineering course; this was expanded to nine screencasts in 2019. The effectiveness of the screencasts was assessed using a mixed methods approach, including pre- and post-interviews coded using a threshold concepts framework, pre and post deployment of the Metacognitive Awareness Inventory, an online survey, and general course observations. Student utilization of these optional resources was strong, particularly in 2019, with 70% of students on average viewing each weekly screencast, 98% viewing at least one of the nine screencasts, and 48% of students viewing at least eight. Viewership was found to be sensitive to incentivization. Analysis of interview responses, survey responses, and course grades revealed a statistically significant benefit to metacognitive awareness and academic performance of completing the screencasts. Students generally perceived the screencasts as helpful and impactful towards their learning, independent of their self-reported wellbeing or GPA.
Ostafichuk, P. M., & Nesbit, S., & Ellis, N., & Tembrevilla, G. (2020, June), Developing Metacognition in First-Year Students through Interactive Online Videos Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34433
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