Lighting Engagement : Student Engagement in a Lightboard vs. Traditional Video Lectures

Sunay Palsole

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: COED: Student Perspectives of Instructional and Advising Approaches
Tagged Division: Computers in Education Division (COED)
Tagged Topic: Diversity
Page Count: 13
DOI: 10.18260/1-2--43478
Permanent URL: https://peer.asee.org/43478
Download Count: 172

Paper Authors

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Sunay Palsole Texas A&M University

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Dr. Palsole is Assistant Vice Chancellor for Remote Engineering Education at Texas A&M University, and has been involved in academic technology for over 20 years. He helped establish the Engineering Studio for Advanced Instruction & Learning (eSAIL),

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Abstract

The creation and use of digital content to deliver lectures and supplement instruction has been on an upswing for a number of years. This trend showed a tremendous growth over the pandemic as expected with the transition to some variation of online delivery whether it was remote teaching or via the development of high quality online courses. A dominant mechanism for lecture delivery in engineering disciplines at a large university in the southwest has been the use of video. A short survey of faculty identified 3 dominant strains in video production (1) Video content captured using Zoom (2) Video content captured in professional studio settings and (3) Video content captured in classrooms using existing lecture capture technologies built in class. The second strain of video creation has consisted of faculty either using a standard camera setup in a studio or using a lighboard. The lightboard is a large glass pane illuminated by LED strips around the edges. The instructor stands behind the pane and writes on the board with various colored grease pencils. A mirror-effect is added for the reversal of the image for the camera. The result is an instructor facing the audience with drawings and schematics which are easily discernable by the viewing audience (Birdwell & Peshkin, 2015; Ganbat & Naidandorj, 2018). The key advantage of this technique is that it essentially lets the faculty member lecture like they normally would using a whiteboard, except the lightboard is a transparent board which lets the students see the faculty expressions and interactions. This qualitative study was designed to compare student engagement between the two video types that were used for instruction. Further we also surveyed faculty on their preferred methodology of lecture capture, along with the advantages and disadvantages of the two. The data shows that the students overall felt that the lightboard videos showed a slight advantage in providing engagement over the traditional video. It was interesting to note thought that even though the students strongly preferred the lightboard videos for engagement, stimulation and satisfaction, a large number of them indicated easier learning from the standard video. Analysis of the open ended responses show that the students may potentially view the lightboard videos as a bit distracting compared to what was termed “old school” videos or standard videos in our parlance.

Citation
Format

Palsole, S. (2023, June), Lighting Engagement : Student Engagement in a Lightboard vs. Traditional Video Lectures Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43478

TY - CPAPER
AB - The creation and use of digital content to deliver lectures and supplement instruction has been on an upswing for a number of years. This trend showed a tremendous growth over the pandemic as expected with the transition to some variation of online delivery whether it was remote teaching or via the development of high quality online courses. A dominant mechanism for lecture delivery in engineering disciplines at a large university in the southwest has been the use of video. A short survey of faculty identified 3 dominant strains in video production (1) Video content captured using Zoom (2) Video content captured in professional studio settings and (3) Video content captured in classrooms using existing lecture capture technologies built in class.
The second strain of video creation has consisted of faculty either using a standard camera setup in a studio or using a lighboard. The lightboard is a large glass pane illuminated by LED strips around the edges. The instructor stands behind the pane and writes on the board with various colored grease pencils. A mirror-effect is added for the reversal of the image for the camera. The result is an instructor facing the audience with drawings and schematics which are easily discernable by the viewing audience (Birdwell &amp;amp; Peshkin, 2015; Ganbat &amp;amp; Naidandorj, 2018).
The key advantage of this technique is that it essentially lets the faculty member lecture like they normally would using a whiteboard, except the lightboard is a transparent board which lets the students see the faculty expressions and interactions. This qualitative study was designed to compare student engagement between the two video types that were used for instruction. Further we also surveyed faculty on their preferred methodology of lecture capture, along with the advantages and disadvantages of the two.
The data shows that the students overall felt that the lightboard videos showed a slight advantage in providing engagement over the traditional video. It was interesting to note thought that even though the students strongly preferred the lightboard videos for engagement, stimulation and satisfaction, a large number of them indicated easier learning from the standard video. Analysis of the open ended responses show that the students may potentially view the lightboard videos as a bit distracting compared to what was termed “old school” videos or standard videos in our parlance.
AU - Sunay Palsole
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Lighting Engagement : Student Engagement in a Lightboard vs. Traditional Video Lectures
UR - https://peer.asee.org/43478
DO - 10.18260/1-2--43478
ER -