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Extent of Pre-class Video Viewing in Multiple Flipped Engineering Courses

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Mechanics Division Technical Session 2

Tagged Division

Mechanics

Page Count

16

DOI

10.18260/1-2--32827

Permanent URL

https://peer.asee.org/32827

Download Count

139

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Paper Authors

biography

Benjamin Keith Morris University of Georgia Orcid 16x16 orcid.org/0000-0003-0750-8934

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Benjamin Morris is a senior at The University of Georgia with a major in Mechanical Engineering.

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biography

Siddharth Savadatti University of Georgia

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Dr. Siddharth Savadatti received his PhD in Computational Mechanics from North Carolina State University in 2011 and has since been on the faculty of the College of Engineering at the University of Georgia. He teaches mechanics and numerical methods courses such as Statics, Fluid Mechanics, Programming, Numerical Methods for Engineers and Finite Element Analysis. In addition to traditional face-to-face classes, he has designed and taught courses in fully online and completely flipped formats.

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Abstract

This paper presents data on the extent to which pre-class videos were viewed by students in three different undergraduate flipped engineering courses (numerical methods for engineers, fluid mechanics and engineering statics).

Flipped classes are typically characterized by pre-class preparatory activities that are followed by more active/collaborative in-class activities. Engagement with pre-class activities is essential for the flipped model to work, and knowing the current extent of student engagement with pre-class resources is a necessary first step towards improving them. Towards this end, this paper presents and compares data on the extent of video viewing (coverage) of pre-class videos in three flipped undergraduate engineering courses.

The dataset consisting of a total of 280 students watching 318 pre-class videos across the three courses shows that, roughly speaking, when a video was watched before class, it was watched to three quarters of its duration; courses with students of higher academic levels (e.g. juniors vs. sophomores) had greater coverages; for some courses, coverage was significantly affected by the day of the week the video was due to be watched by; coverage did not always drop as the semester progressed, but it did drop with increasing average duration of videos; and coverage was significantly and inversely correlated to video duration for all courses.

Morris, B. K., & Savadatti, S. (2019, June), Extent of Pre-class Video Viewing in Multiple Flipped Engineering Courses Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32827

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