Problem Solving When Using Student-Written YouTube Problems

Abstract

is a graduate student of Chemical Engineering at the University of Toledo. He earned a B.S. degree from the University of Benin, Nigeria in chemical engineering. His current research involves the reverse engineering online videos as well as rheology of complex fluids.

Student Attitudes When Solving Homework Problems that Reverse Engineer YouTube Videos

“…The central hypothesis is that student-generated YouTube problems promote better problemsolving skills than traditional textbook problems, which has been discussed previously [30]. This research examines the effects of teaching techniques, namely the YouTube pedagogy, on students' attitudes towards learning.…”

“…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].…”

Video-Inspired, Student-Written Problems vs Textbook Problems: Comparing Difficulty and Problem-Solving Skills between Two Cohorts in Chemical Engineering

“…The video-inspired pedagogy was implemented in a Material and Energy Balances course, which was an first-year course at the Treatment group’s institution and sophomore-level class at the Control group’s institution. A Control group comprising ∼30 students from a private university completed 10 homework problems from a course textbook, while a Treatment group of ∼90 students from a public university were assigned VISW homework problems in addition to the same Textbook problems completed by the Control group . Both Treatment and Control groups completed many other problems during the course (e.g., 3–5 problems per week for 15 weeks) that were not assessed as part of the current study.…”

“…The problem-solving skills of students were assessed by evaluating their completed homework using a modified rubric that has six stages: P roblem definition, R epresentation, O rganization, C alculations, S olution completion, and S olution accuracy (PROCESS) . This rubric was specifically adjusted to include the necessary steps for solving problems related to material and energy balances .…”

“…The problem-solving skills of students were assessed by evaluating their completed homework using a modified rubric that has six stages: P roblem definition, R epresentation, O rganization, C alculations, S olution completion, and S olution accuracy (PROCESS) . This rubric was specifically adjusted to include the necessary steps for solving problems related to material and energy balances . Each of the 6 items in the PROCESS rubric had four levels of scoring, ranging from zero (minimum score) to three (maximum).. An aggregate score of all 6 items of PROCESS were rescaled from 0 to 100 for ease of reference.…”