Students’ video viewing habits during a flipped classroom course in engineering mathematics

  • Kjetil Liestøl Nielsen Faculty of Humanities, Sports, and Educational Science, Department of Mathematics and Science Education, University of Southeast Norway, Notodden, Norway
Keywords: flipped classroom, video, e-learning, viewing habits, video preference

Abstract

A flipped classroom lecture approach was utilised in an engineering mathematics course (118 students). This article reports on student viewing habits based on 104 videos over a period of 12 weeks. The video statistics indicate that many students waited until the last day before assignments to watch the required videos. There are also indications that the students would try to reduce the heavy workload induced by watching all videos on a single day by skipping videos perceived as less valuable. The data show a strong negative correlation between the length of a video and how much of that video the students watched per viewing setting. However, although students watched less of longer videos, the data also indicate that the students still watched, to a large degree, every part of the videos, just not in a single viewing session. Based on these results, recommendations on video creation and flipped classroom implementation are given.

Downloads

Download data is not yet available.

References


Ahn, B. & Bir, D. D., (2018) ‘Student interactions with online videos in a large hybrid mechanics of materials course’, Advances in Engineering Education, vol. 6, no. 3, p. n3. https://advances.asee.org/wp-content/uploads/vol06/issue03/Papers/AEE-22-Ahn.pdf


Al-Zahrani, A. M., (2015) ‘From passive to active: the impact of the flipped classroom through social learning platforms on higher education students’ creative thinking’, British Journal of Educational Technology, vol. 46, no. 6, pp. 1133–1148. doi: 10.1111/bjet.12353


Boevé, A. J., et al., (2017) ‘Implementing the flipped classroom: an exploration of study behaviour and student performance’, Higher Education, vol. 74, no. 6, pp. 1015–1032. doi: 10.1007/s10734-016-0104-y


Brady, M., Wong, R. & Newton, G., (2013) ‘Characterization of catch-up behavior: accession of lecture capture videos following student absenteeism’, Education Sciences, vol. 3, no. 3, pp. 344–358. doi: 10.3390/educsci3030344


Brame, C. J., (2016) ‘Effective educational videos: principles and guidelines for maximizing student learning from video content’, CBE – Life Sciences Education, vol. 15, no. 4, p. es6. doi: 10.1187/cbe.16-03-0125


Chen, L. L., (2016) ‘Impacts of flipped classroom in high school health education’, Journal of Educational Technology Systems, vol. 44, no. 4, pp. 411–420. doi: 10.1177/0047239515626371


Currier, A. & Fishman, E., (2015) Understanding Audience Retention [online]. Available at: https://wistia.com/learn/marketing/understanding-audience-retention


Elliot, C. & Neal, D., (2016) ‘Evaluating the use of lecture capture using a revealed preference approach’, Active Learning in Higher Education, vol. 17, no. 2, pp. 153–167. doi: 10.1177/1469787416637463


Fisher, R., et al., (2017) ‘Flipped learning, flipped satisfaction, getting the balance right’, Teaching & Learning Inquiry, vol. 5, no. 2, pp. 114–127. doi: 10.20343/teachlearninqu.5.2.9


Foldnes, N., (2016) ‘The flipped classroom and cooperative learning: evidence from a randomised experiment’, Active Learning in Higher Education, vol. 17, no. 1, pp. 39–49. doi: 10.1177/1469787415616726


Geri, N., Winer, A. & Zaks, B., (2017) ‘Challenging the six-minute myth of online video lectures: can interactivity expand the attention span of learners’, Online Journal of Applied Knowledge Management, vol. 5, no. 1, pp. 101–111. doi: 10.36965/OJAKM.2017.5(1)101-111


Guo, P. J., Kim, J. & Rubin, R., (2014) ‘How video production affects student engagement: an empirical study of MOOC videos’, in Proceedings of the first ACM conference on Learning@ scale conference, ACM, Atlanta, Georgia, USA, March 2014, pp. 41–50. doi: 10.1145/2556325.2566239


Kim, J., et al., (2014) ‘Understanding in-video dropouts and interaction peaks in online lecture videos’, in Proceedings of the first ACM conference on Learning@ scale conference, ACM, Atlanta, Georgia, USA, March 2014, pp. 31–40. doi: 10.1145/2556325.2566237


Kinsella, G. K., Mahon, C. & Lillis, S., (2017) ‘Using pre-lecture activities to enhance learner engagement in a large group setting’, Active Learning in Higher Education, vol. 18, no. 3, pp. 231–242. doi: 10.1177/1469787417715205


Lagerstrom, L., Johanes, P. & Ponsukcharoen, M. U., (2015) ‘The myth of the six minute rule: student engagement with online videos’, in ASEE Annual Conference & Exposition, Seattle, Washington, USA, 14–17 June 2015, pp. 14–17. doi: 10.18260/p.24895


Lin, S. Y., et al., (2017) ‘Exploring physics students’ engagement with online instructional videos in an introductory mechanics course’, Physical Review Physics Education Research, vol. 13, no. 2, p. 020138. doi: 10.1103/PhysRevPhysEducRes.13.020138


Lust, G., Elen, J. & Clarebout, G., (2013) ‘Regulation of tool-use within a blended course: student differences and performance effects’, Computers & Education, vol. 60, no. 1, pp. 385–395. doi: 10.1016/j.compedu.2012.09.001


Mason, G. S., Shuman, T. R. & Cook, K. E., (2013) ‘Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course’, IEEE Transactions on Education, vol. 56, no. 4, pp. 430–435. doi: 10.1109/TE.2013.2249066


Mcgowan, A. & Hanna, P., (2015) ‘How video lecture capture affects student engagement in a higher education computer programming course: a study of attendance, video viewing behaviours and student attitude’, in eChallenges e-2015 Conference, IEEE, Vilnius, Lithuania, 25–27 Nov. 2015, pp. 1–8. doi: 10.1109/eCHALLENGES.2015.7440966


Nouri, J., (2016) ‘The flipped classroom: for active, effective and increased learning–especially for low achievers’, International Journal of Educational Technology in Higher Education, vol. 13, no. 1, p. 33. doi: 10.1186/s41239-016-0032-z


Ozan, O. & Ozarslan, Y., (2016) ‘Video lecture watching behaviors of learners in online courses’, Educational Media International, vol. 53, no. 1, pp. 27–41. doi: 10.1080/09523987.2016.1189255


Seaton, D. T., et al., (2014) ‘Who does what in a massive open online course?’, Communications of the ACM, vol. 57, no. 4, pp. 58–65. doi: 10.1145/2500876


Strayer, J. F., (2012) ‘How learning in an inverted classroom influences cooperation, innovation and task orientation’, Learning environments research, vol. 15, no. 2, pp. 171–193. doi: 10.1007/s10984-012-9108-4


Yilmaz, R. M., & Baydas, O., (2017) ‘An examination of undergraduates’ metacognitive strategies in pre-class asynchronous activity in a flipped classroom’, Educational Technology Research and Development, vol. 65, no. 6, pp. 1547–1567. doi: 10.1007/s11423-017-9534-1


Yough, M., et al., (2017) ‘Flipping the classroom in teacher education: implications for motivation and learning’, Journal of Teacher Education, vol. 70, no. 5, pp. 410–422. doi: 10.1177/0022487117742885


YouTube. (2019) Audience Retention Report [online]. Available at: https://support.google.com/youtube/answer/1715160


Walsh, J. N., O’Brien, M. P. & Slattery, D. M., (2019) ‘Video viewing patterns using different teaching treatments: a case study using YouTube analytics’, Research in Education and Learning Innovation Archives, vol. 0, no. 22, pp. 78–95. doi: 10.7203/realia.22.15389


Zimmerman, B. J., (2002) ‘Becoming a self-regulated learner: an overview’, Theory into practice, vol. 41, no. 2, pp. 64–70. doi: 10.1207/s15430421tip4102_2
Published
2020-07-31
How to Cite
NielsenK. L. (2020). Students’ video viewing habits during a flipped classroom course in engineering mathematics. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2404
Section
Original Research Articles