Student Video Viewing Habits in an Online Mechanics of Materials Engineering Course

Authors

  • Jordan Dale Hildebrand Iowa State University
  • Benjamin Ahn Iowa State University

DOI:

https://doi.org/10.3991/ijep.v8i3.7948

Keywords:

hybrid classroom, lecture videos, higher academy, electronic learning, internet,

Abstract


This paper investigated the video viewing habits of students in a sophomore-level, online Mechanics of Materials (MoM) course offered in Spring 2017 and how those habits affected student course grades. Data on student engagement and viewership were collected from a MoM course through a learning management system. This data was compared with length of videos, video content, and video types. With viewership being the focus of the study, it was determined that student engagement decreased over the semester, the content of a video affected its viewership, and viewing rates fluctuated depending on the exam. The other finding was that an increase in viewership tended to indicate an improvement in students’ grades. While the videos are an effective means of improving students’ course grade, changes could be made to improve the videos and increase engagement.

Author Biographies

Jordan Dale Hildebrand, Iowa State University

Undergraduate Mechanical Engineer at Iowa State University in Ames, Iowa

Benjamin Ahn, Iowa State University

Assistant Professor in the Department of Aerospace Engineering at Iowa State University in Ames, Iowa

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Published

2018-05-28

How to Cite

Hildebrand, J. D., & Ahn, B. (2018). Student Video Viewing Habits in an Online Mechanics of Materials Engineering Course. International Journal of Engineering Pedagogy (iJEP), 8(3), pp. 40–59. https://doi.org/10.3991/ijep.v8i3.7948

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Section

Papers