Halyo, N., & Le, Q. (2013, June), Use of Video Technology to Improve Student Learning  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22686

\bibitem{asee_peer_22686}
  Halyo, N., \& Le, Q. (2013, June), \emph{Use of Video Technology to Improve Student Learning}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22686

Nesim Halyo and Qiang Le.  "Use of Video Technology to Improve Student Learning".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22686 Internet.  23 Apr, 2024

\bibitem{asee_peer_22686}
  Nesim Halyo and Qiang Le.
  "Use of Video Technology to Improve Student Learning".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22686 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_22686
author = "Nesim Halyo and Qiang Le"
title = "Use of Video Technology to Improve Student Learning"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22686}
number = {10.18260/1-2--22686}
}

TY  - CPAPER
AB  -           Use of Video Technology to Improve Student Learning                                Nesim Halyo and Qiang Le                        Hampton University, Department of EngineeringABSTRACT_ This paper discusses the initial results obtained from the use of two videosdeveloped for two engineering courses at Hampton University: Introduction to Engineering, afreshman course, and Introduction to Control Systems, a senior level course. One of the videoswas shown in class as part of the lecture. The other will be made available to students online, toview and study at their own convenience for time and place. The students are supposed to viewthe video prior to the lecture on the subject and are asked to solve a relatively simple problem todisplay a level of understanding. In class, student questions are solicited by the instructor; thenmore complex problems are discussed and solved. Students are later surveyed about theirlearning experiences using the video approach in comparison to the standard lecture approach.The use of the video is expected to provide more interactive class time between the instructorsand students for learning the complex processes of open-ended problem solving. Initial resultsfrom analyzing the surveys and quantitative analysis to see if the use of videos will significantlyimpact student learning in Engineering at HBCUs will be presented.
AU  - Nesim Halyo
AU  - Qiang Le
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Use of Video Technology to Improve Student Learning
UR  - https://peer.asee.org/22686
DO  - 10.18260/1-2--22686
ER  -