Online Video Tutorials Increase Learning of Difficult Concepts in an Undergraduate Analytical Chemistry Course

He, Yi; Swenson, Sandra; Lents, Nathan H.

doi:10.1021/ed200685p

Cited by 125 publications

(146 citation statements)

References 8 publications

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“…However, surprisingly few studies have discussed the various methods for teaching this out-ofclass content. Some studies have shown benefits of video tutorials (e.g., He et al 2012;Kay and Kletskin 2012), and indeed video tutorials or lectures seem to be the most common method. However, only one systematic, controlled comparison has been made between various preclass content delivery methods to determine which is most effective for student learning (Moravec et al 2010), and in this study, the instructors only implemented three flipped class sessions in an otherwise non-flipped semester to investigate performance differences between students taught outside of class via video lectures versus readings.…”

Section: Variety Of Strategies For Out-of-class Content Learningmentioning

confidence: 99%

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

et al. 2018

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In a flipped classroom model, learning of basic content is shifted before class while in-class time is used for concept application. Empirical and controlled research studies are lacking on the best strategies to provide the necessary pre-class content instruction.In this study, we tested three methods of pre-class content learning-interactive online tutorials, video lectures, and textbookstyle readings-while holding the content and the in-class application activities constant. Identical introductory, non-majors biology classes were manipulated at both a public, open-enrollment institution and a private, highly selective institution. We found that video lectures offer a small advantage to overall student learning over interactive tutorials or textbook-style readings. Although our two populations differed in their ability to effectively learn from pre-class activities, through a student-centered flipped classroom approach, students at both institutions demonstrated equal learning gains by the final assessment. Potential reasons for some observed differences are suggested.

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Section: Variety Of Strategies For Out-of-class Content Learningmentioning

confidence: 99%

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

et al. 2018

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“…(He, Swenson, y Lents, 2012) El uso de videos mejoró el desempeño de alumnos en un curso de química. Chen y Yan (Chen y Yan, 2016) La multitarea puede prevenirse e intervenirse con diferentes estrategias.…”

Section: Resultados Positivos Autorunclassified

Impacto del m-learning en el proceso de aprendizaje: habilidades y conocimiento / The Impact Of m-learning On The Learning Process: Skills and Knowledge

Arce

Pegueros

2017

RIDE

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ResumenEl uso de dispositivos móviles y tabletas como herramientas de apoyo en el proceso de aprendizaje es conocido como m-learning. Una tarea de aprendizaje puede dividirse en dos partes: el conocimiento y las habilidades involucradas. El uso de los dispositivos móviles y tabletas como herramienta de aprendizaje en el aula de clases puede considerarse favorable, por lo que se realizó una revisión de la literatura existente centrándose en la pregunta ¿qué impacto tiene el uso del m-learning en el proceso de aprendizaje? Con base en los trabajos revisados, se puede concluir que no existe una tendencia clara respecto al uso del m-learning dentro y fuera del aula de clases, y en algunos casos los resultados son contradictorios entre distintos autores.De los trabajos revisados se identificaron dos desventajas del uso del m-learning en el proceso de aprendizaje: la falta de desarrollo de habilidades cognitivas necesarias para la tarea de aprendizaje y la incorrecta incorporación de las modalidades de interacción disponibles en los dispositivos de m-learning para favorecer el proceso de enseñanza. De esta manera en este trabajo

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“…To address this, a modified flipped-classroom methodology was employed 13,14 . Basic concept introductions, that would have been provided prior to the guided inquiry exercises, were developed into brief video lectures administered online.…”

Section: Third Year (Ay 2012-2013)mentioning

confidence: 99%

A Mixed Instructional Methods Approach to Teaching a Circuits and Instrumentation Course

Holland¹

2015 ASEE Annual Conference and Exposition Proceedings

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The circuits and instrumentation course at James Madison University provides students with foundational knowledge in DC, transient, and AC circuit design and analysis. The 4-credit course is comprised of three weekly lectures and one weekly laboratory session. Given the breadth of content and desired level of technical analysis required of this junior level course offering, numerous methods for extending learning beyond the classroom and encouraging student engagement with the material have been explored. Over the past five years, active learning instructional techniques inspired by the Process Oriented Guided Inquiry Learning (POGIL) approach and project based laboratory learning have been intermixed with traditional lectures and the flipped classroom method in an attempt to improve student learning. This paper reports on the variety of methods used, how each instructional method is integrated into the classroom environment, the rationale behind implementing the various techniques, and the observations and impacts on student outcomes. Quantitative assessments, based on embedded measures throughout the past five years as well as and concept inventory performance, are used to evaluate the effectiveness of the methods and changes implemented. Qualitative assessment of the instructional methods from post-course student evaluation comments are used to understand students' response to the instructional methods described.

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Online Video Tutorials Increase Learning of Difficult Concepts in an Undergraduate Analytical Chemistry Course

Cited by 125 publications

References 8 publications

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom

Impacto del m-learning en el proceso de aprendizaje: habilidades y conocimiento / The Impact Of m-learning On The Learning Process: Skills and Knowledge

A Mixed Instructional Methods Approach to Teaching a Circuits and Instrumentation Course

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