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Measuring the Effectiveness of Videos for Concept Understanding in a Flipped Engineering Class

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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

NEE 1 - Innovative Teaching & Learning Strategies

Tagged Division

New Engineering Educators

Page Count

8

Permanent URL

https://peer.asee.org/33094

Download Count

12

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Paper Authors

biography

Eliza A. Banu University of Georgia

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Dr. Eliza Banu has a Bachelors degree in Electrical Engineering from Polytechnic University of Bucharest, Romania and completed her Ph.D. program in Mechanical Engineering at Auburn University in 2014. Dr. Banu's research interests are in biomechanics and developing innovative instructional materials and techniques. She is Assistant Editor for the Journal of STEM Education: Research and Innovation and affiliated with the Engineering Education Transformation Institute (EETI) at UGA. She is part of the College of Engineering at the University of Georgia since August 2017.

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Colleen M. Kuusinen University of Georgia

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Abstract

Flipped classrooms with different forms of implementation are now popular in engineering programs. Instructors use the flipped model to focus on learning activities in the classroom, application of theoretical concepts, and students have to gain understanding on the concepts from videos or other instructional material prior to class. Thus far, the research on this pedagogy focused largely on students’ perspective of this type of classroom and inquiry has been done on its effectiveness over the traditional lecture. The purpose of this study is to gauge students’ understanding of the concepts presented in the video they are supposed to watch prior to class. Students enrolled in three sections of “Introduction to Fluid Mechanics” participated in this study. To test the impact of review before quizzes on student performance, a quasi-experimental study with three conditions for test-taking was used: a) with brief review of notes before the quiz b) with brief reflection on videos before the quiz c) no review/reflection before quiz. In each condition, students took a three-minute, one-word quiz. By being provided only one word as a prompt, student learning is aided because students are required to recall, rather than identify, pertinent information through identification of the context of the word and explain the concept in their own words.

Banu, E. A., & Kuusinen, C. M. (2019, June), Measuring the Effectiveness of Videos for Concept Understanding in a Flipped Engineering Class Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/33094

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