Lin Shih-Yin, Aiken John M, Seaton Daniel T, Douglas Scott S, Greco Edwin F, Thoms Brian D, Schatz Michael F
Department of Physics, National Changhua University of Education, Changhua 500, Taiwan.
Centre for Computing in Science Education, Department of Physics, University of Oslo, 0316 Oslo, Norway.
Phys Rev Phys Educ Res. 2017;13(2):020138. doi: 10.1103/PhysRevPhysEducRes.13.020138. Epub 2017 Dec 18.
The advent of new educational technologies has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester flipped introductory mechanics course at the Georgia Institute of Technology. We found that students were more engaged with videos that supported laboratory activities than with videos that presented lecture content. In particular, the percentage of students accessing laboratory videos was consistently greater than 80% throughout the semester. On the other hand, the percentage of students accessing lecture videos dropped to less than 40% by the end of the term. Moreover, the fraction of students accessing the entirety of a video decreases when videos become longer in length, and this trend is more prominent for the lecture videos than the laboratory videos. The results suggest that students may access videos based on perceived value: students appear to consider the laboratory videos as essential for successfully completing the laboratories while they appear to consider the lecture videos as something more akin to supplemental material. In this study, we also found that there was little correlation between student engagement with the videos and their incoming background. There was also little correlation found between student engagement with the videos and their performance in the course. An examination of the in-video content suggests that students engaged more with concrete information that is explicitly required for assignment completion (e.g., actions required to complete laboratory work, or formulas or mathematical expressions needed to solve particular problems) and less with content that is considered more conceptual in nature. It was also found that students' in-video accesses usually increased toward the embedded interaction points. However, students did not necessarily access the follow-up discussion of these interaction points. The results of the study suggest ways in which instructors may revise courses to better support student learning. For example, external intervention that helps students see the value of accessing videos may be required in order for this resource to be put to more effective use. In addition, students may benefit more from a clicker question that reiterates important concepts within the question itself, rather than a clicker question that leaves some important concepts to be addressed only in the discussion afterwards.
新教育技术的出现激发了人们对在大学课程中使用在线视频来传授内容的兴趣。我们研究了学生对我们制作的78个在线视频的参与情况，这些视频被纳入了佐治亚理工学院为期一个学期的翻转式基础力学课程。我们发现，学生对支持实验活动的视频的参与度高于呈现讲座内容的视频。特别是，在整个学期中，访问实验视频的学生比例始终高于80%。另一方面，到学期末，访问讲座视频的学生比例降至不到40%。此外，当视频长度增加时，完整观看视频的学生比例会下降，而且这种趋势在讲座视频中比在实验视频中更为明显。结果表明，学生可能会根据感知价值来访问视频：学生似乎认为实验视频是成功完成实验的必要条件，而他们似乎认为讲座视频更类似于补充材料。在这项研究中，我们还发现学生对视频的参与度与他们的入学背景之间几乎没有相关性。学生对视频的参与度与他们在课程中的表现之间也几乎没有相关性。对视频内容的检查表明，学生对完成作业明确需要的具体信息（例如，完成实验工作所需的操作，或解决特定问题所需的公式或数学表达式）的参与度更高，而对本质上更具概念性的内容的参与度较低。还发现，学生在视频中的访问通常会朝着嵌入式互动点增加。然而，学生不一定会访问这些互动点的后续讨论。研究结果为教师改进课程以更好地支持学生学习提供了方法。例如，可能需要外部干预来帮助学生认识到访问视频的价值，以便更有效地利用这一资源。此外，学生可能会从在问题本身中重申重要概念的课堂提问中受益更多，而不是从仅在后续讨论中才涉及一些重要概念的课堂提问中受益。
