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June 22, 2020
June 22, 2020
June 26, 2021
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.
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
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