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Student Perception of Lecture Video Use as a Means to Increase Time for in Class Problem Solving Applications

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Technology in the ECE Classroom

Tagged Division

Electrical and Computer

Page Count


Page Numbers

22.1335.1 - 22.1335.9



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Paper Authors


Dale S.L. Dolan California Polytechnic State University

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Dale S.L. Dolan is an Assistant Professor of Electrical Engineering at Cal Poly with experience in renewable energy projects, education, power electronics and advanced motor drives. He received his B.Sc. in Zoology in 1995 and B.Ed. in 1997 from the University of Western Ontario. He received the B.A.Sc. in Electrical Engineering in 2003, M.A.Sc. in Electrical Engineering in 2005, and Ph.D. in Electrical Engineering in 2009 all from the University of Toronto. He is past chair of Windy Hills Caledon Renewable Energy, past chair of the OSEA (Ontario Sustainable Energy Association) Board and was an executive chair of the Seventh World Wind Energy Conference 2008 (WWEC 2008). He is currently a member of the management committee for the Ontario Green Energy Act Alliance in the midst of implementation of the most progressive renewable energy policy in North America. His research interests involve sustainable/renewable energy generation, wind power generation, smart grid technology, power systems, electromagnetics, power electronic applications for distributed generation, grid connection impacts of renewable generation, energy policy promoting widespread implementation of sustainable power generation, sustainable energy project economics, and sustainability of technologies.

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Vladimir I. Prodanov California Polytechnic State University, San Luis Obispo

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Vlad Prodanov received M.S. and Ph.D. degrees, both in electrical engineering, from the State University of New York at Stony Brook in 1995 and 1997 respectively.
He was with Bell Laboratories, Lucent Technologies from 1997 until 2000 and Agere Systems (now LSI Logic) from 2000 to 2004. From 2004 to 2008 he was member of MHI Consulting, New Providence, NJ. Currently, he is an assistant professor with EE Dept., Cal Poly, San Luis Obispo, CA.
Mr. Prodanov has worked on various electronic systems for communications and contributed to two dozen peer-reviewed publications, three book chapters, and seventeen granted U.S. patents. He has taught circuit design at SUNY Stony Brook and Columbia University, New York City.
Dr. Prodanov is co-recipient of the Best Poster Paper Award at the 2006 IEEE Custom Integrated Conference and his doctoral work has been recognized in 1997 by Stony Brook Chapter of Sigma Xi with Excellence in Research Award.

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Taufik Taufik California Polytechnic State University

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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.

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

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