Implementing Student-Created Video in Engineering: An Active Learning Approach for Exam Preparedness

Implementing Student-Created Video in Engineering: An Active Learning Approach for Exam Preparedness

In this case study, an active learning approach to exam preparation in engineering was investigated. The Learner Video Thumbnailing (LVT) strategy incorporated video blogs (vlogs) to reinforce course content. In this innovative method, students voluntarily choose one of two roles as either the role...

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Bibliographic Details
Main Authors: Laurie O Campbell, Samantha Heller, Ronald F DeMara
Format: Article
Language:English
Published: International Association of Online Engineering (IAOE) 2019-08-01
Series:International Journal of Engineering Pedagogy (iJEP)
Subjects:
Vlog, Exam Preparation, STEM Education, gender
Online Access:https://online-journals.org/index.php/i-jep/article/view/10363
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spelling doaj-50e38322bb8b44378d022dc51c42b57c2021-09-02T15:08:36ZengInternational Association of Online Engineering (IAOE)International Journal of Engineering Pedagogy (iJEP)2192-48802019-08-0194637510.3991/ijep.v9i4.103634676Implementing Student-Created Video in Engineering: An Active Learning Approach for Exam PreparednessLaurie O Campbell0Samantha Heller1Ronald F DeMara2University of Central FloridaUniversity of Central FloridaUniversity of Central FloridaIn this case study, an active learning approach to exam preparation in engineering was investigated. The Learner Video Thumbnailing (LVT) strategy incorporated video blogs (vlogs) to reinforce course content. In this innovative method, students voluntarily choose one of two roles as either the role of a spectator (watching the vlogs) n=69 or the role of a vlogger (creating the vlogs) n=8 to earn extra credit on a formative exam. Data collected in this study included the vlogs, scores on the achievement questions, and a post-interview of the vloggers. Differences in video development by gender were identified. The use of the LVT approach promoted improved achievement and student engagement.https://online-journals.org/index.php/i-jep/article/view/10363Vlog, Exam Preparation, STEM Education, gender
collection DOAJ
language English
format Article
sources DOAJ
author Laurie O Campbell
Samantha Heller
Ronald F DeMara
spellingShingle Laurie O Campbell
Samantha Heller
Ronald F DeMara
Implementing Student-Created Video in Engineering: An Active Learning Approach for Exam Preparedness
International Journal of Engineering Pedagogy (iJEP)
Vlog, Exam Preparation, STEM Education, gender
author_facet Laurie O Campbell
Samantha Heller
Ronald F DeMara
author_sort Laurie O Campbell
title Implementing Student-Created Video in Engineering: An Active Learning Approach for Exam Preparedness
title_short Implementing Student-Created Video in Engineering: An Active Learning Approach for Exam Preparedness
title_full Implementing Student-Created Video in Engineering: An Active Learning Approach for Exam Preparedness
title_fullStr Implementing Student-Created Video in Engineering: An Active Learning Approach for Exam Preparedness
title_full_unstemmed Implementing Student-Created Video in Engineering: An Active Learning Approach for Exam Preparedness
title_sort implementing student-created video in engineering: an active learning approach for exam preparedness
publisher International Association of Online Engineering (IAOE)
series International Journal of Engineering Pedagogy (iJEP)
issn 2192-4880
publishDate 2019-08-01
description In this case study, an active learning approach to exam preparation in engineering was investigated. The Learner Video Thumbnailing (LVT) strategy incorporated video blogs (vlogs) to reinforce course content. In this innovative method, students voluntarily choose one of two roles as either the role of a spectator (watching the vlogs) n=69 or the role of a vlogger (creating the vlogs) n=8 to earn extra credit on a formative exam. Data collected in this study included the vlogs, scores on the achievement questions, and a post-interview of the vloggers. Differences in video development by gender were identified. The use of the LVT approach promoted improved achievement and student engagement.
topic Vlog, Exam Preparation, STEM Education, gender
url https://online-journals.org/index.php/i-jep/article/view/10363
work_keys_str_mv AT laurieocampbell implementingstudentcreatedvideoinengineeringanactivelearningapproachforexampreparedness
AT samanthaheller implementingstudentcreatedvideoinengineeringanactivelearningapproachforexampreparedness
AT ronaldfdemara implementingstudentcreatedvideoinengineeringanactivelearningapproachforexampreparedness
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