Assessing the Influence of an Online Video Tutorial Library on Undergraduate Mechanical Engineering Students

A Comparison of Students’ Academic Achievement and Perceptions in Hyflex and Non-Hyflex Engineering Courses

“…Past studies have shown that recorded lectures can result in a select group of students failing to participate -however, when this group was excluded from analysis, student performance was not negatively impacted by the availability of taped lectures [6]. Additionally, English language learners perceived the availability of such videos as enhancing their academic performance [5].…”

“…Recent research by the authors indicates online video libraries are valued by students because they can review information from their instructor or a trusted instructor, and video libraries increased student confidence [5]. Similarly, students treated HyFlex recordings as supplemental videos for review and reported increased confidence as a result [1].…”

“…"You have experienced a HyFlex course that had three different instructional options for class. Please indicate your agreement with the statement on a scale from not all (1) to strongly agree(5). Compared to an entirely in-person version of this class, I feel more...satisfied with a HyFlex class.…”

A Faculty Learning Community for Building Sustainable Open Educational Resources: Creating a Departmental Video Tutorial Library

“…Nissenson et al ( 2019) administered a survey to 340 mechanical engineering students across sophomore, junior, and senior levels, which revealed the majority of participants watched ME Online videos at least a few times per month, 88% felt the videos have had a positive impact on their education, and 79% felt the videos improved their grades in at least one class. Fuqua et al ( 2021) administered a survey to 110 senior level mechanical engineering students and conducted focus groups [2]. They found at least 80% of the students rated the videos as "moderately" to "very" helpful, useful, satisfying, confidence-inducing, and enjoyable.…”

“…Both Nissenson et al (2019) and Fuqua et al (2021) demonstrate the potential of a departmental video library to positively impact students. However, there are many potential barriers to creating a video library such as lack of training in making high-quality accessible videos, insufficient time to make videos, lack of institutional incentives to create videos (especially at universities where tenure and promotion is tied heavily to research), insufficient funds to purchase hardware and obtain accurate captioning, and lack of knowledge regarding website development.…”