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arXiv · 1407.2620

Student Use of a Single Lecture Video in a Flipped Introductory Mechanics Course

John M. Aiken·Shih-Yin Lin·Scott S. Douglas·Edwin F. Greco·Brian D. Thoms·Marcos D. Caballero·Michael F. Schatz
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Abstract

In the Fall of 2013, Georgia Tech offered a 'flipped' calculus-based introductory mechanics class as an alternative to the traditional large-enrollment lecture class. This class flipped instruction by introducing new material outside of the classroom through pre-recorded, lecture videos. Video lectures constituted students' initial introduction to course material. We analyze how students engaged with online lecture videos via 'clickstream' data, consisting of time-stamped interactions (plays, pauses, seeks, etc.) with the online video player. Analysis of these events has shown that students may be focusing on elements of the video that facilitate a 'correct' solution.

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John M. Aiken, Shih-Yin Lin, Scott S. Douglas, Edwin F. Greco, Brian D. Thoms, Marcos D. Caballero, Michael F. Schatz. 2014-09-22. Student Use of a Single Lecture Video in a Flipped Introductory Mechanics Course. https://doi.org/10.1119/perc.2014.pr.001

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