Strategies for Flipped Classroom Video Development: Educating Generation Z Engineering Students

Michelle M Alvarado; Katie Leanne Basinger; Diego Alvarado; Behshad Lahijanian

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Conference: 2020 ASEE Virtual Annual Conference Content Access
Location: Virtual On line
Publication Date: June 22, 2020
Start Date: June 22, 2020
End Date: June 26, 2021
Conference Session: Industrial Engineering Division Technical Session 2
Tagged Division: Industrial Engineering
Tagged Topic: Diversity
Page Count: 10
DOI: 10.18260/1-2--35208
Permanent URL: https://peer.asee.org/35208
Download Count: 949

Paper Authors

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Michelle M Alvarado University of Florida orcid.org/0000-0001-9649-214X

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Dr. Michelle Alvarado is an Assistant Professor at the University of Florida. She obtained her Ph.D. and M.Eng. in Industrial Engineering from Texas A&M University and her B.S. in Industrial Engineering from the University of Alabama. Dr. Alvarado is the Co-Founder and Co-Director of the HEALTH-Engine Laboratory. The aim of her engineering education research is to develop new methods and best practices of flipped classroom video development for simulation and programming courses to better fit the needs of Generation Z engineering students.

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Katie Leanne Basinger University of Florida

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Lecturer and Undergraduate Program Coordinator at The University of Florida, in Industrial and Systems Engineering. My research is focused on practical applications of active and supplemental learning techniques for Generation Z students.

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Diego Alvarado University of Florida

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Behshad Lahijanian University of Florida

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Behshad Lahijanian is a Ph.D. candidate in the Department of Industrial and Systems Engineering at the University of
Florida. She earned her B.S and M.E. in Industrial and Systems Engineering from Amirkabir University of Technology. Her research interests are in the simulation, stochastic optimization, and machine learning applied to healthcare systems engineering. Her engineering education research goal is to develop new techniques of active learning into engineering courses to better fit the needs of Generation Z engineering students. Her e-mail address is b.lahijanian@ufl.edu.

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Abstract

The diminishing attention span of students has been an increasing challenge for engineering educators. Generation Z, or GenZ, is the cohort of individuals born 1996-2010 who comprise the majority of the college students today. GenZ students are disrupting decades-long educational practices and are forcing education delivery to adapt at a rapid pace to avoid irrelevancy. The use of “flipped” classrooms is one of the instructional strategies which reverse traditional learning environments by delivering content outside the classroom, while moving activities (e.g. homework) into the classroom. Flipped classroom methods often use online videos; however, several attributes such as format, content, accessibility, and video length all impact the engagement and value to the students. The content of a software based undergraduate simulation course was converted to a flipped classroom environment for half of the course material. The main objective of this research pilot project is to investigate the impact of video length and video activities on the retention and understanding of GenZ engineering students for a software-based simulation course. A flipped classroom teaching strategy was implemented for the second half of the semester during two consecutive semesters (Spring 2019 and Fall 2019). The Spring 2019 flipped classroom videos were medium-length (20-50 minutes), and the Fall 2019 videos were re-recorded to create shorter videos (10-12 minutes). Assessment measures were collected for percentage of video coverage; number of students who watched the videos pre-class, post-class, and post-exam; results from in-video quizzes; and exam outcomes. This pilot study will provide evidence on the impact of learning outcomes based on whether students engage with flipped classroom videos on-schedule or if they continue to procrastinate until the exam. This paper will include the preliminary results of video engagement and learning outcomes from the medium-length vs. short-length videos. Results show a significant increase of 20% in the number of students who watched the videos between the in-class activity and the final exam. Preliminary results also showed there is no correlation between video coverage and outcomes when quizzes are embedded in videos, even if they are graded. This research hypothesizes that GenZ engineering students are more likely to watch the videos in short bursts and remain on schedule to perform in-class activities, and that watching the videos earlier in the semester correlates to better learning outcomes on the final exam. The overall goal of this research is to develop a standardized method for developing and implementing videos in a flipped classroom for Gen Z engineering students.

Citation
Format

Alvarado, M. M., & Basinger, K. L., & Alvarado, D., & Lahijanian , B. (2020, June), Strategies for Flipped Classroom Video Development: Educating Generation Z Engineering Students Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35208

TY - CPAPER
AB - The diminishing attention span of students has been an increasing challenge for engineering educators. Generation Z, or GenZ, is the cohort of individuals born 1996-2010 who comprise the majority of the college students today. GenZ students are disrupting decades-long educational practices and are forcing education delivery to adapt at a rapid pace to avoid irrelevancy. The use of “flipped” classrooms is one of the instructional strategies which reverse traditional learning environments by delivering content outside the classroom, while moving activities (e.g. homework) into the classroom. Flipped classroom methods often use online videos; however, several attributes such as format, content, accessibility, and video length all impact the engagement and value to the students. The content of a software based undergraduate simulation course was converted to a flipped classroom environment for half of the course material. The main objective of this research pilot project is to investigate the impact of video length and video activities on the retention and understanding of GenZ engineering students for a software-based simulation course.
A flipped classroom teaching strategy was implemented for the second half of the semester during two consecutive semesters (Spring 2019 and Fall 2019). The Spring 2019 flipped classroom videos were medium-length (20-50 minutes), and the Fall 2019 videos were re-recorded to create shorter videos (10-12 minutes). Assessment measures were collected for percentage of video coverage; number of students who watched the videos pre-class, post-class, and post-exam; results from in-video quizzes; and exam outcomes. This pilot study will provide evidence on the impact of learning outcomes based on whether students engage with flipped classroom videos on-schedule or if they continue to procrastinate until the exam. This paper will include the preliminary results of video engagement and learning outcomes from the medium-length vs. short-length videos. Results show a significant increase of 20% in the number of students who watched the videos between the in-class activity and the final exam. Preliminary results also showed there is no correlation between video coverage and outcomes when quizzes are embedded in videos, even if they are graded. This research hypothesizes that GenZ engineering students are more likely to watch the videos in short bursts and remain on schedule to perform in-class activities, and that watching the videos earlier in the semester correlates to better learning outcomes on the final exam. The overall goal of this research is to develop a standardized method for developing and implementing videos in a flipped classroom for Gen Z engineering students.

AU - Michelle M Alvarado
AU - Katie Leanne Basinger
AU - Diego Alvarado
AU - Behshad Lahijanian
CY - Virtual On line
DA - 2020/06/22
PB - ASEE Conferences
TI - Strategies for Flipped Classroom Video Development: Educating Generation Z Engineering Students
UR - https://peer.asee.org/35208
DO - 10.18260/1-2--35208
ER -