Worked Example Videos for Blended Learning in Undergraduate Engineering
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| Title: | Worked Example Videos for Blended Learning in Undergraduate Engineering |
|---|---|
| Language: | English |
| Authors: | Dart, Sarah, Pickering, Edmund, Dawes, Les |
| Source: | Advances in Engineering Education. Sum 2020 8(2). |
| Availability: | American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Problem Solving, Video Technology, Blended Learning, Undergraduate Students, Engineering Education, Teaching Methods, Active Learning, Foreign Countries, Instructional Effectiveness, Student Attitudes, Academic Achievement, Problem Sets |
| Geographic Terms: | Australia |
| ISSN: | 1941-1766 |
| Abstract: | Blended learning is becoming increasingly prevalent in engineering education due to its flexibility and enhanced learning outcomes, however it can face challenges in maintaining student engagement and satisfaction. This study investigates the impact of worked example videos (WEVs) as a blended learning approach within undergraduate engineering, addressing a gap in the literature around their impact as a self-directed study tool in large semester-long courses. WEVs were evaluated using a mixed methods approach incorporating viewership data and surveys. Approximately 90% of students used active learning when interacting with the WEVs, with many taking advantage of video controls to tailor and self-pace their learning. Students agreed WEVs improved their content knowledge and perceived this would improve their grades. Thus WEVs are capable of empowering learning and enabling deeper content engagement, making them a highly effective approach for embedding blended learning in the undergraduate engineering context. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1269882 |
| Database: | ERIC |
| Abstract: | Blended learning is becoming increasingly prevalent in engineering education due to its flexibility and enhanced learning outcomes, however it can face challenges in maintaining student engagement and satisfaction. This study investigates the impact of worked example videos (WEVs) as a blended learning approach within undergraduate engineering, addressing a gap in the literature around their impact as a self-directed study tool in large semester-long courses. WEVs were evaluated using a mixed methods approach incorporating viewership data and surveys. Approximately 90% of students used active learning when interacting with the WEVs, with many taking advantage of video controls to tailor and self-pace their learning. Students agreed WEVs improved their content knowledge and perceived this would improve their grades. Thus WEVs are capable of empowering learning and enabling deeper content engagement, making them a highly effective approach for embedding blended learning in the undergraduate engineering context. |
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| ISSN: | 1941-1766 |
