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Time for Reflection: Development of Twenty Short Videos to Introduce New Topics and Engage Students in Circuit Theory

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Electrical and Computer Division Technical Session 1

Tagged Division

Electrical and Computer

Page Count

15

Permanent URL

https://peer.asee.org/31143

Download Count

20

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Paper Authors

biography

Benjamin David McPheron Roger Williams University

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Benjamin D. McPheron, Ph.D. is an Assistant Professor of Engineering at Roger Williams University. Dr. McPheron received his B.S.E.E. in Electrical Engineering at Ohio Northern University in 2010, and his Ph.D. degree in Electrical Engineering from the Department of Electrical Engineering at The Pennsylvania State University in 2014. Dr. McPheron teaches Freshman Engineering and various courses in Electrical Engineering including Circuit Theory, Signals and Systems, Electromagnetic Theory, Digital Signal Processing, Dynamic Modeling and Control, and Power Systems. His research interests include Engineering Education, Control Systems, Robotics, and Signal Processing.

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Charles R. Thomas Roger Williams University

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William J. Palm Roger Williams University

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William Palm is Associate Professor of Engineering at Roger Williams University, where he teaches Engineering Graphics and Design, Computer Applications for Engineering, Machine Design, Manufacturing and Assembly, Materials Science, Biomechanics, and Capstone Design. He previously worked as a product design engineer and consultant and taught at the U.S. Coast Guard Academy and Boston University. He holds a PhD in Mechanical Engineering from MIT and is licensed as a Professional Engineer in the Commonwealth of Massachusetts.

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Abstract

One of the essential components of the Kolb Experiential Learning Cycle is allowing students the time to reflect on new experiences prior to abstraction and application of new material. Most commonly this is attempted by assigning readings from a textbook, but research suggests that few students complete these readings. This discouraging fact has prompted the use of videos to supplement pre-class readings to introduce new material in courses such as Circuit Theory. Unfortunately, most existing video resources on Circuit Theory topics are overly long, dull, or lacking in production quality. In addition, many of these videos are monetized by running advertisements, which may deter students from watching. To overcome these issues, 20 short videos were created for an introductory circuits course. These videos are generally shorter than five minutes, are written with simple, real world or pop culture illustrations and humor, and include a worked-out example. The videos are freely available on YouTube, without advertisements. The efficacy and value of the videos were assessed via course exams and quizzes, an end-of-course student survey, and YouTube analytics. The results indicate that 85% of the students felt that the videos helped them prepare for class, and 92% would recommend the videos to students taking Circuit Theory at another university. When asked how much they would pay for the set of videos, the average response was $19.30. The videos may have also had a positive impact on student learning. Students having access to the videos scored 8.36% higher on the final exam than did comparable students taking the same exam the previous year. This paper contributes to electrical engineering education by providing a freely available set of videos that other instructors may use to increase student engagement and learning.

McPheron, B. D., & Thomas, C. R., & Palm, W. J. (2018, June), Time for Reflection: Development of Twenty Short Videos to Introduce New Topics and Engage Students in Circuit Theory Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/31143

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