Martin, K. M., & Battaglia, D. M. (2017, June), Recapping Class Content with Student Video Responses  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28781

\bibitem{asee_peer_28781}
  Martin, K. M., \& Battaglia, D. M. (2017, June), \emph{Recapping Class Content with Student Video Responses}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28781

Kaela M Martin and Dina M. Battaglia.  "Recapping Class Content with Student Video Responses".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28781 Internet.  19 Apr, 2024

\bibitem{asee_peer_28781}
  Kaela M Martin and Dina M. Battaglia.
  "Recapping Class Content with Student Video Responses".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28781 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_28781
author = "Kaela M Martin and Dina M. Battaglia"
title = "Recapping Class Content with Student Video Responses"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28781}
number = {10.18260/1-2--28781}
}

TY  - CPAPER
AB  - An old adage states that we learn by teaching, and similarly students learn concepts by talking them through. Bransford, Brown, and Cocking (2000) acknowledge that one of the significant discoveries on the science of learning is to “organize knowledge in ways that facilitate retrieval and application.” By talking through a solution to a problem, students organize information and realize errors or misunderstandings that were previously present.

One method to observe students learn by talking is through video response videos on short, open-ended questions. Currently student-response videos have been utilized in asynchronous or online courses, and little research to date has focused on face-to-face classrooms. Especially interesting is using video responses in tandem with a flipped classroom where students watch the content of the class before coming to class. Instead of incentivizing students to watch these “flipped” videos by online multiple-choice quizzes, a richer understanding of the topic can be found when students respond by video. 

For this study, short student-response videos (less than 30 seconds) to a conceptual question are evaluated. In addition, this study aims to introduce instructors to Recap, a new application developed by the makers of Swivl. Currently in beta version, the study will also explore the benefits and drawbacks of the current state of Recap.

The study consists of one section of an undergraduate course in aerospace engineering at a small Southwestern university during fall 2016 (data collection underway, complete results will be available by full submission date). 

These results will inform future avenues of study, and eventually, after multiple semesters of evaluation are complete, we will propose a new technology integration methodology that helps students increase their conceptual understanding of topics over more traditional approaches.   

AU  - Kaela M Martin
AU  - Dina M. Battaglia
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Recapping Class Content with Student Video Responses
UR  - https://peer.asee.org/28781
DO  - 10.18260/1-2--28781
ER  -