Gross, S. P., & Dinehart, D. W. (2016, June), Pre- and Post-Class Student Viewing Behaviors for Recorded Videos in an Inverted Sophomore Mechanics Course  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25924

\bibitem{asee_peer_25924}
  Gross, S. P., \& Dinehart, D. W. (2016, June), \emph{Pre- and Post-Class Student Viewing Behaviors for Recorded Videos in an Inverted Sophomore Mechanics Course}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.25924

Shawn P. Gross and David W Dinehart.  "Pre- and Post-Class Student Viewing Behaviors for Recorded Videos in an Inverted Sophomore Mechanics Course".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/25924 Internet.  12 Oct, 2024

\bibitem{asee_peer_25924}
  Shawn P. Gross and David W Dinehart.
  "Pre- and Post-Class Student Viewing Behaviors for Recorded Videos in an Inverted Sophomore Mechanics Course".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/25924 Internet.  12 Oct, 2024

@INPROCEEDINGS{asee_peer_25924
author = "Shawn P. Gross and David W Dinehart"
title = "Pre- and Post-Class Student Viewing Behaviors for Recorded Videos in an Inverted Sophomore Mechanics Course"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/25924}
number = {10.18260/p.25924}
}

TY  - CPAPER
AB  - The inverted classroom has gained significant traction in higher education over the past several years.  While inversion can take on many specific forms, it usually implies some shift of theoretical lecture content away from the in-class time and into the student time spent outside the classroom.  Students are expected to watch recorded video lectures before coming to class and then the time in the classroom is spent with students working on problems in some form.  This active learning strategy allows the focus of faculty-student interactions in class to be on the application and higher levels of Bloom’s taxonomy that are usually targeted in engineering and similar technical courses.

While these pre-recorded lecture videos are an essential component of an inverted course structure, little data has been made available on how students actually watch these recorded videos.  This paper presents the results of a study of student viewing behaviors for pre-recorded video content in an inverted introductory sophomore mechanics course.  Data is presented for both theory-based lectures intended to be viewed prior to class, and for recorded example problem solution videos that review problems solved during class meetings.  

Data from the video distribution system was used to answer a series of research questions related to student viewing behaviors.  The observations presented in this paper indicate that on average, students watched a little more than half of the recorded lecture content that they were expected to.  Viewing rates steadily decreased throughout the semester, but were not affected by video length or day of week.  Female students were found to exhibit significantly higher viewing rates than their male counterparts.  Effectively, no correlation was observed between viewership rates and course performance as measured by final course grades.

AU  - Shawn P. Gross
AU  - David W Dinehart
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Pre- and Post-Class Student Viewing Behaviors for Recorded Videos in an Inverted Sophomore Mechanics Course
UR  - https://peer.asee.org/25924
DO  - 10.18260/p.25924
ER  -