Board 87: Student-Generated Problems that Reverse Engineer YouTube Videos

Abstract

is a Professor of Chemical Engineering at the University of Toledo. He earned a B.S. degree from the University of Illinois at Chicago and M.S. and Ph.D. degrees from the University of Illinois at Urbana-Champaign, all in chemical engineering. His current research involves the rheology of complex fluids as well as active learning, reverse engineering online videos, and interactive textbooks.

Problem Solving When Using Student-Written YouTube Problems

“…Previous studies created a YouTube pedagogy and presented various successful studies across several engineering courses [14,24,28,32]. Over 400 student-written YouTube problems have been created in recent years [14,24,32]. While the writing is largely open ended, a small number of boundaries keep the students focused.…”

Student Attitudes When Solving Homework Problems that Reverse Engineer YouTube Videos

“…The vast majority of survey feedback about YouTube Fridays was positive and students felt they had a better understanding of the course topic and even felt confident solving problems. Also, students reported the ability to relate course to real world phenomena since YouTube pedagogy provided students a mechanism to apply classroom concepts to open-ended, real world situations [27][28][29][30].…”

Student problem solving on Textbook and YouTube Problems pertaining to Vapor Liquid Equilibrium

“…The study adopted an established and validated rubric called PROCESS to quantify performance in relevant stages of problem solving [13][14][15]. Problem solving can also be influenced by perception of problem difficulty, so the widely used NASA Task Load Index was adopted to measure the problem rigor.…”