June 15, 2014
June 15, 2014
June 18, 2014
Continuing Professional Development
24.1341.1 - 24.1341.15
Using Recorded Lectures and Low Stakes Online Quizzes to Improve Learning Efficiency in Undergraduate Engineering CoursesAbstractSTEM disciplines, especially at research universities have been measurably slowto integrate online modalities into undergraduate classes. Current and futurestudents are now all “digital natives” interacting with the world and absorbinginformation in a very “YouTube” style characterized by short, on-demand, andentertaining chunks of information. Faculty have been reticent to adopt what theyperceive to be unproven technologies while administrators often are unable toallow faculty extra time or budget to investigate the efficacy of new approaches toteaching. This paper describes the results of experiments designed to helpimprove this situation by accessing the effectiveness of two key online modalitiesthat are often the easiest first steps for faculty to adopt and can be very effectiveimproving the operational effectiveness and learning outcomes of the course:Recorded lectures and Online Quizzes. Recorded lectures and Quizzes whereintegrated into two undergraduate engineering courses. The two courses were asophomore level Dynamics class and a senior level Finite Element Analysiscourse. The Dynamics course is required and the enrollments ranged from 320-360, the Finite Element Analysis course is an elective with enrollments between55-80. In the Dynamics course recorded lectures were often used in place of thelive lecture and the in-class lecture time was often “flipped” and used fordiscussion and interaction rather than a traditional one-way lecture. In the FiniteElement Analysis course the lectures where recorded and made available to thestudents prior to the in-class version of the lecture. Quizzes were designed as anassessment tool (rather than purely for grading) aimed at "real time" feedback.This allowed both students and instructors to measure the learning achievementsin the previous week of the course which would allow the instructor to modify thesubsequent week’s lectures accordingly. The results show that student-reportedlearning efficiency improves when recorded lectures are utilized. This was thecase whether the class period was subsequently used to teach a similar lecture orif lecture time was flipped to provide more interactive discussion based learning.The availability of recorded lectures prior to class did not affect students’ decisionto attend class. Students reported that having weekly “low stakes” quizzes andreviewing them in class helped them understand key concepts better. These resultsprovide more evidence of an ever increasing amount of data that supports thelearning efficiency gains that can be attained using a variety of hybrid coursepedagogy and online learning modalities.
Dimas, D. J., & Jabbari, F., & Billimek, J. (2014, June), Using Recorded Lectures and Low Stakes Online Quizzes to Improve Learning Efficiency in Undergraduate Engineering Courses Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23274
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