EXAMINING THE IMPACT OF ONLINE LECTURE VIEWING BEHAVIOR ON STUDENT PERFORMANCE IN A FLIPPED CLASSROOM BLENDED COURSE
- Conference
- Location
-
Minneapolis, MN
- Publication Date
-
August 23, 2022
- Start Date
-
June 26, 2022
- End Date
-
June 29, 2022
- Conference Session
- Page Count
-
12
- DOI
-
10.18260/1-2--40914
- Permanent URL
-
https://peer.asee.org/40914
- Download Count
-
254
Paper Authors
Sudeshna Pal University of Central Florida
Dr. Sudeshna Pal is an Associate Lecturer in the Mechanical and Aerospace Engineering Department at the University of Central Florida (UCF), where she teaches courses in the areas of system dynamics, controls, and biomedical engineering. Her current research focus is engineering education, including blended learning, project-based learning, and digital and design education. She co-directs the “Biodesign Program in Rehabilitation Engineering” program for undergraduate engineering students at UCF. She has published over 20 research and pedagogical journal and conference articles. She received the 2020 College Excellence in Undergraduate Teaching Award and the 2022 University Teaching Incentive Program Award at UCF.
Anchalee Ngampornchai
Anchalee Ngampornchai received a PhD in Intercultural Communication from University of New Mexico and a Master’s degree in Instructional Systems from Florida State University where she was nominated for The Gagne/Briggs Award for Excellent Performance in the Instructional Systems. She has designed and developed more than 100 asynchronous e-learning modules and worked with faculty members in various disciplines. She has taught undergraduate classes in communication as an adjunct instructor. Her research interests are concerned with cross-cultural interaction in the online classroom and the narratives affecting the perceptions of online education.
Patsy Moskal University of Central Florida
Dr. Patsy Moskal is Director for the Digital Learning Impact Evaluation in the Research Initiative for Teaching Effectiveness at the University of Central Florida (UCF). Since 1996, she has served as the liaison for faculty research involving digital learning technologies and in support of the scholarship of teaching and learning at UCF. She has co-authored numerous articles and chapters on blended, adaptive, and online learning and is a frequent presenter at conferences and to other researchers. Her latest edited book (2021), with Picciano, Dziuban & Graham, is now available: Blended Learning Research Perspectives, Volume 3.
Abstract
Blending online and face-to-face instruction through lecture videos and reduced classroom seating time has shown to be beneficial for students in the learning process. As per literature, blended learning has demonstrated greater student successes rates amongst students across many disciplines [1]. Previous studies by the authors on implementing blended learning in a high-enrollment engineering course in Dynamics also corroborate these findings [2]. Consequently, the authors expanded the implementation of the blended model into the next advanced course in the engineering undergraduate curriculum, Vibrations and Controls. In this study, while examining the efficacy of the blended model in enhancing student success rates, the authors delved deeper and adapted a more individualized approach in examining the effect of students’ online lecture viewing behavior on their course performance. Several instructional videos for all core course concepts in Vibrations and Controls were created in the blended course and delivered through the Panopto video hosting platform. Learning analytics data were captured as each student interacted with the videos stored in Panopto and correlated with their course grades. Student satisfaction on the blended course delivery was gauged through an IRB-approved course survey. Preliminary results on the impact of student online lecture viewing behavior on student success and student satisfaction in the blended course are summarized and presented in this brief paper.
Pal, S., & Ngampornchai, A., & Moskal, P. (2022, August), EXAMINING THE IMPACT OF ONLINE LECTURE VIEWING BEHAVIOR ON STUDENT PERFORMANCE IN A FLIPPED CLASSROOM BLENDED COURSE Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40914
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2022 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015