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Student Video-Usage in Introductory Engineering Courses
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| Zeitschriftentitel: | Proceedings of the Canadian Engineering Education Association (CEEA) |
|---|---|
| Personen und Körperschaften: | , , , , , , , |
| In: | Proceedings of the Canadian Engineering Education Association (CEEA), 2018 |
| Format: | E-Article |
| Sprache: | Unbestimmt |
| veröffentlicht: |
Queen's University Library
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| author_facet |
Harandi, Negar M. Agharebparast, Farshid Linares, Luis Dodson, Samuel Roll, Ido Fong, Matthew Yoon, Dongwook Fels, Sidney Harandi, Negar M. Agharebparast, Farshid Linares, Luis Dodson, Samuel Roll, Ido Fong, Matthew Yoon, Dongwook Fels, Sidney |
|---|---|
| author |
Harandi, Negar M. Agharebparast, Farshid Linares, Luis Dodson, Samuel Roll, Ido Fong, Matthew Yoon, Dongwook Fels, Sidney |
| spellingShingle |
Harandi, Negar M. Agharebparast, Farshid Linares, Luis Dodson, Samuel Roll, Ido Fong, Matthew Yoon, Dongwook Fels, Sidney Proceedings of the Canadian Engineering Education Association (CEEA) Student Video-Usage in Introductory Engineering Courses General Medicine |
| author_sort |
harandi, negar m. |
| spelling |
Harandi, Negar M. Agharebparast, Farshid Linares, Luis Dodson, Samuel Roll, Ido Fong, Matthew Yoon, Dongwook Fels, Sidney 2371-5243 Queen's University Library General Medicine http://dx.doi.org/10.24908/pceea.v0i0.13025 <jats:p>As videos are gaining popularity in flipped and blended Engineering classrooms, there is an increasing need to track and understand students’ use of the videos, in order to identify evidence-based practices matched to the emerging trends in video and video annotation tools. We explore students’ surveyresponses, follow-up interviews, and log data from their interaction with common video platforms as well as, ViDeX, a new experimental video annotation tool, to evaluate how, when and why students watch, rewatch, and annotate videos in two large introductory Engineering courses, with flipped, and blended formats. Our findings show that students watch thevideos with the instructors’ intended use in mind, and plan their review process accordingly. In the flipped classroom, most students summarized the short preclass screencasts in their personal notes to minimize the need to re-watch the videos before the exam. In contrast, students in the blended classroom reexamined the long tutorial videos mostly to redo the problems before the midterm and final exams. Bookmarking seemed to be useful for locating those problems of interest. Since the problems required drawings and computations, paper annotation was more beneficial than a dedicated video annotation platform.</jats:p> Student Video-Usage in Introductory Engineering Courses Proceedings of the Canadian Engineering Education Association (CEEA) |
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| title |
Student Video-Usage in Introductory Engineering Courses |
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Student Video-Usage in Introductory Engineering Courses |
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Student Video-Usage in Introductory Engineering Courses |
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student video-usage in introductory engineering courses |
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General Medicine |
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http://dx.doi.org/10.24908/pceea.v0i0.13025 |
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2018 |
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<jats:p>As videos are gaining popularity in flipped and blended Engineering classrooms, there is an increasing need to track and understand students’ use of the videos, in order to identify evidence-based practices matched to the emerging trends in video and video annotation tools. We explore students’ surveyresponses, follow-up interviews, and log data from their interaction with common video platforms as well as, ViDeX, a new experimental video annotation tool, to evaluate how, when and why students watch, rewatch, and annotate videos in two large introductory Engineering courses, with flipped, and blended formats. Our findings show that students watch thevideos with the instructors’ intended use in mind, and plan their review process accordingly. In the flipped classroom, most students summarized the short preclass screencasts in their personal notes to minimize the need to re-watch the videos before the exam. In contrast, students in the blended classroom reexamined the long tutorial videos mostly to redo the problems before the midterm and final exams. Bookmarking seemed to be useful for locating those problems of interest. Since the problems required drawings and computations, paper annotation was more beneficial than a dedicated video annotation platform.</jats:p> |
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| author | Harandi, Negar M., Agharebparast, Farshid, Linares, Luis, Dodson, Samuel, Roll, Ido, Fong, Matthew, Yoon, Dongwook, Fels, Sidney |
| author_facet | Harandi, Negar M., Agharebparast, Farshid, Linares, Luis, Dodson, Samuel, Roll, Ido, Fong, Matthew, Yoon, Dongwook, Fels, Sidney, Harandi, Negar M., Agharebparast, Farshid, Linares, Luis, Dodson, Samuel, Roll, Ido, Fong, Matthew, Yoon, Dongwook, Fels, Sidney |
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| description | <jats:p>As videos are gaining popularity in flipped and blended Engineering classrooms, there is an increasing need to track and understand students’ use of the videos, in order to identify evidence-based practices matched to the emerging trends in video and video annotation tools. We explore students’ surveyresponses, follow-up interviews, and log data from their interaction with common video platforms as well as, ViDeX, a new experimental video annotation tool, to evaluate how, when and why students watch, rewatch, and annotate videos in two large introductory Engineering courses, with flipped, and blended formats. Our findings show that students watch thevideos with the instructors’ intended use in mind, and plan their review process accordingly. In the flipped classroom, most students summarized the short preclass screencasts in their personal notes to minimize the need to re-watch the videos before the exam. In contrast, students in the blended classroom reexamined the long tutorial videos mostly to redo the problems before the midterm and final exams. Bookmarking seemed to be useful for locating those problems of interest. Since the problems required drawings and computations, paper annotation was more beneficial than a dedicated video annotation platform.</jats:p> |
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| spelling | Harandi, Negar M. Agharebparast, Farshid Linares, Luis Dodson, Samuel Roll, Ido Fong, Matthew Yoon, Dongwook Fels, Sidney 2371-5243 Queen's University Library General Medicine http://dx.doi.org/10.24908/pceea.v0i0.13025 <jats:p>As videos are gaining popularity in flipped and blended Engineering classrooms, there is an increasing need to track and understand students’ use of the videos, in order to identify evidence-based practices matched to the emerging trends in video and video annotation tools. We explore students’ surveyresponses, follow-up interviews, and log data from their interaction with common video platforms as well as, ViDeX, a new experimental video annotation tool, to evaluate how, when and why students watch, rewatch, and annotate videos in two large introductory Engineering courses, with flipped, and blended formats. Our findings show that students watch thevideos with the instructors’ intended use in mind, and plan their review process accordingly. In the flipped classroom, most students summarized the short preclass screencasts in their personal notes to minimize the need to re-watch the videos before the exam. In contrast, students in the blended classroom reexamined the long tutorial videos mostly to redo the problems before the midterm and final exams. Bookmarking seemed to be useful for locating those problems of interest. Since the problems required drawings and computations, paper annotation was more beneficial than a dedicated video annotation platform.</jats:p> Student Video-Usage in Introductory Engineering Courses Proceedings of the Canadian Engineering Education Association (CEEA) |
| spellingShingle | Harandi, Negar M., Agharebparast, Farshid, Linares, Luis, Dodson, Samuel, Roll, Ido, Fong, Matthew, Yoon, Dongwook, Fels, Sidney, Proceedings of the Canadian Engineering Education Association (CEEA), Student Video-Usage in Introductory Engineering Courses, General Medicine |
| title | Student Video-Usage in Introductory Engineering Courses |
| title_full | Student Video-Usage in Introductory Engineering Courses |
| title_fullStr | Student Video-Usage in Introductory Engineering Courses |
| title_full_unstemmed | Student Video-Usage in Introductory Engineering Courses |
| title_short | Student Video-Usage in Introductory Engineering Courses |
| title_sort | student video-usage in introductory engineering courses |
| title_unstemmed | Student Video-Usage in Introductory Engineering Courses |
| topic | General Medicine |
| url | http://dx.doi.org/10.24908/pceea.v0i0.13025 |