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Recapping Class Content with Student Video Responses

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Technology for Faculty Development and Classroom Management

Tagged Division

New Engineering Educators

Page Count

7

DOI

10.18260/1-2--28781

Permanent URL

https://peer.asee.org/28781

Download Count

136

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Paper Authors

biography

Kaela M Martin Embry-Riddle Aeronautical University, Prescott

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Kaela Martin is an Assistant Professor of Aerospace Engineering at Embry-Riddle Aeronautical University, Prescott Campus. She graduated from Purdue University with a PhD in Aeronautical and Astronautical Engineering and is interested in increasing classroom engagement and student learning.

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biography

Dina M. Battaglia Embry-Riddle Aeronautical University, Prescott

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Dr. Battaglia is the Director for the Center for Teaching & Learning Excellence for the Embry-Riddle Aeronautical University Prescott campus in northern Arizona. She earned both her M.S. and Ph.D. in social psychology from Texas Christian University and has over 16 years of collegiate teaching experience.

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Abstract

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.

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

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