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

Authors

DOI:

https://doi.org/10.3991/ijep.v9i4.10363

Keywords:

Vlog, Exam Preparation, STEM Education, gender

Abstract


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.

Author Biographies

Laurie O Campbell, University of Central Florida

Department of Learning Science and Educational Research, Asst. Professor STEM education, iSTEM Faculty Fellow

Samantha Heller, University of Central Florida

Department of Learning Science and Educational Research, Doctoral Student

Ronald F DeMara, University of Central Florida

Department of Electrical and Computer Engineering, Digital Learning Fellow, iSTEM Faculty Fellow

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Published

2019-08-29

How to Cite

Campbell, L. O., Heller, S., & DeMara, R. F. (2019). Implementing Student-Created Video in Engineering: An Active Learning Approach for Exam Preparedness. International Journal of Engineering Pedagogy (iJEP), 9(4), pp. 63–75. https://doi.org/10.3991/ijep.v9i4.10363

Issue

Vol. 9 No. 4 (2019)

Section

Papers