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Effective Review of Prerequsites: Using Videos to Flip the Reviewing Process in a Senior Technical Course

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2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Practice III: Multimedia Learning

Tagged Division

Educational Research and Methods

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Paper Authors


Qi Dunsworth Penn State Behrend

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Qi Dunsworth is the Director of Center for Teaching Initiatives at Penn State Erie, the Behrend College. She received her MA in Communication Studies from Edinboro University of Pennsylvania, and Ph.D. in Educational Technology from Arizona State University. At Behrend she supports faculty in classroom teaching, research, and collaboration. She has developed a series of faculty teaching workshops and is the recipient of several grants for course revision, educational research, and professional development.

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Yi Wu Penn State Behrend

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Yi Wu is currently an Associate Professor in the Department of Mechanical Engineering, Pennsylvania State University, Erie, the Behrend College. She received Ph.D. degrees in mechanical and aerospace engineering from the University of Virginia. Her current research interests include modeling of complex physiological systems, drug design, dynamics and control, and engineering education.

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Senior level courses in engineering curriculum typically require multiple prerequisites from the years earlier. This paper discusses how we solve the challenge in teaching a biomechanics course offered to senior Mechanical Engineering students. The course is designed to teach students how to apply mechanical engineering knowledge in the biomedical field. It covers a wide range of topics and is built on five prerequisite courses. Students take these courses from sophomore through senior years but not necessarily following the same technical sequence. Given this situation, it is critical to make sure students have mastered the foundational knowledge and skills before transferring them to the biomedical context.

Traditionally, in each unit of the course the instructor would need about two to three weeks just to review the relevant prerequisite knowledge. This means there is less time left to discuss class examples or advanced topics in bioengineering. To make the review process more efficient, in fall 2016, the instructor adopted a “flipped review” approach by replacing classroom review with a series of review video and quiz combos outside of class. Each combo consisted of one video focused on one technical area followed by an online quiz. They were assigned to students across the semester to support unit-specific topics where the technical knowledge would be needed. All video and quiz combos were due before the class meeting time.

Based on positive student feedback, the review series was revised when the course was offered again in spring 2018. This paper will discuss the effectiveness of “flipped review” by using review videos to reactivate prior knowledge. Student feedback used in this paper came primarily from spring 2018. The must-have features suggested by students, and instructor reflection on how to make the review videos effective, will also be shared.

Dunsworth, Q., & Wu, Y. (2018, June), Effective Review of Prerequsites: Using Videos to Flip the Reviewing Process in a Senior Technical Course Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30357

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