Dolan, D. S., & Prodanov, V. I., & Taufik, T. (2011, June), Student Perception of Lecture Video Use as a Means to Increase Time for in Class Problem Solving Applications  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18544

\bibitem{asee_peer_18544}
  Dolan, D. S., \& Prodanov, V. I., \& Taufik, T. (2011, June), \emph{Student Perception of Lecture Video Use as a Means to Increase Time for in Class Problem Solving Applications}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18544

Dale S.L. Dolan, Vladimir I. Prodanov, and Taufik Taufik.  "Student Perception of Lecture Video Use as a Means to Increase Time for in Class Problem Solving Applications".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18544 Internet.  17 Apr, 2024

\bibitem{asee_peer_18544}
  Dale S.L. Dolan, Vladimir I. Prodanov, and Taufik Taufik.
  "Student Perception of Lecture Video Use as a Means to Increase Time for in Class Problem Solving Applications".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18544 Internet.  17 Apr, 2024

@INPROCEEDINGS{asee_peer_18544
author = "Dale S.L. Dolan, Vladimir I. Prodanov, and Taufik Taufik"
title = "Student Perception of Lecture Video Use as a Means to Increase Time for in Class Problem Solving Applications"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18544}
number = {10.18260/1-2--18544}
}

TY  - CPAPER
AB  -  Student Perception of Lecture Video Use as a Means to Increase Time for in                    Class Problem Solving ApplicationsAbstractEngineering students often express their desire to spend more face-to-face time solving problemsand getting more practical application examples. There is limited time in the course of scheduledlectures to do this and any additional time spent would take away from the lecture delivery oftheory and background required to successfully solve problems. Although some sampleproblems are traditionally solved during class, many more are assigned for students to completeon their own. This leaves students to develop problem solving skills mostly on their own, oftenwithout a model of an organized approach. This study proposes to replace a portion of face toface lectures with a prerecorded lecture video assigned for homework. This enables the freedlecture period to be used for additional in class problem solving development, without sacrificingthe theory and background that is fundamental. In order to assess the effectiveness of the changein format, student perception will be assessed through an anonymous online survey. The surveywill be given midway through the course and at its completion. This survey will seek to bothdetermine the value of the additional face to face problem solving time and the effectiveness ofthe video lecture. Students will be asked if they enjoyed the class more than a traditional lecturecourse and also if they feel they were able to perform at a higher level due to the format. Theywill also be surveyed to determine if full use was made of both the video lecture and the in classproblem solving sessions.
AU  - Dale S.L. Dolan
AU  - Vladimir I. Prodanov
AU  - Taufik Taufik
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Student Perception of Lecture Video Use as a Means to Increase Time for in Class Problem Solving Applications
UR  - https://peer.asee.org/18544
DO  - 10.18260/1-2--18544
ER  -