Garrick, R. (2018, June), Flipped Classroom Video Analytics  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30526

\bibitem{asee_peer_30526}
  Garrick, R. (2018, June), \emph{Flipped Classroom Video Analytics}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30526

Rob Garrick.  "Flipped Classroom Video Analytics".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30526 Internet.  25 Apr, 2024

\bibitem{asee_peer_30526}
  Rob Garrick.
  "Flipped Classroom Video Analytics".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30526 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_30526
author = "Rob Garrick"
title = "Flipped Classroom Video Analytics"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30526}
number = {10.18260/1-2--30526}
}

TY  - CPAPER
AB  - Rising tuition and stringent accreditation standards increase the pressure educators feel to improve student learning using active teaching techniques. The flipped classroom allows educators to use externally viewed videos to focus on in-class time for problem-based learning.  The flipped classroom is a recent pedagogical model in Engineering Technology classes
Video learning analytics are an important tool to understand student engagement and usage of flipped classroom video resources.  Video analytics can also help instructors understand and continuously improve the effectiveness of the video lecture class component.  This research used video analytics of a Fluid Mechanics & Fluid Power Engineering Technology flipped class to determine who, where, when, and on what devices students watch flipped classroom videos over multiple semesters/sections.
Results show a very high percentage of  students watch the video before class, most students watch  in close proximity to the campus (using IP address analysis), within one/two days before the class, some students re-review sections of videos before tests, students use multiple mobile and desktop devices that at times shift during the semester. Video analytic analysis allows the instructor to adjust video content knowing who, where, when and how these flipped classroom videos are used by students.

AU  - Rob Garrick
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Flipped Classroom Video Analytics
UR  - https://peer.asee.org/30526
DO  - 10.18260/1-2--30526
ER  -