New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
On-line videos have become an innovative way to provide students with an additional learning tool to better understand course material to the point where students actively seek video content from external sources outside of the classroom. However, this can be problematic if the external video content focuses on different material and doesn’t align with students’ current course curriculum. Therefore, to provide students with a supplemental material that aims to provide brief examples and discussion to complement lecture material and homework, weekly micro-videos were created and uploaded for enrolled students in an introductory fluid dynamics course. On top of investigating the impact supplementary micro-videos have on student performance, addition statistical data that provided insight into student learning habits. These statistics included length of viewing, total student viewing attendance, and personal student feedback.
Two videos were uploaded each week to the course’s blackboard page. The first video discussed fundamental theory, providing students with a discussion of the week’s lesson. The second video provided a detailed example that complemented the discussion video and gave students additional support on their homework. The videos were created using Microsoft Office Mix, an add-on program to Microsoft Power Point which allows the user to record a presentation and also write in material using an appropriate touch screen. Since all enrolled students have access to Microsoft Office 365, the videos were uploaded to https://mix.office.com, where up loaders can observe viewer content statistics and content is limited to only enrolled students. Typically, videos were uploaded weekly to coincide with student homework assignments. Additionally, student’s feedback concerning the effectiveness of the videos was monitored using surveys dispersed monthly throughout the semester.
The additional statistics involving student viewing habits were very informative as to how students used this technology to learn course material. Students were also divided as to which video subject they preferred, with some students solely watching discussion videos, while some students chose to watch just example videos. The majority of viewing content also significantly increased during exam periods signifying that students used this material as an additional study aid. Lastly, monthly surveys indicated that there was general positive feedback concerning this video content and that it was helpful for some student to learn the course material.
Falkenstein-Smith, R. L., & Rossetti, J. S., & Garrett, M., & Ahn, J. (2016, June), Investigating the Influence of Micro-Videos used as a Supplementary Course Material Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25486
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