Worked Example Videos for Blended Learning in Undergraduate Engineering

Abstract

Blended learning is becoming increasingly prevalent in engineering education due to its flexibility and enhanced learning outcomes, however it can face challenges in maintaining student engagement and satisfaction. This study investigates the impact of worked example videos (WEVs) as a blended learning approach within undergraduate engineering, addressing a gap in the literature around their impact as a self-directed study tool in large semester-long courses. WEVs were evaluated using a mixed methods approach incorporating viewership data and surveys. Approximately 90% of students used active learning when interacting with the WEVs, with many taking advantage of video controls to tailor and self-pace their learning. Students agreed WEVs improved their content knowledge and perceived this would improve their grades. Thus WEVs are capable of empowering learning and enabling deeper content engagement, making them a highly effective approach for embedding blended learning in the undergraduate engineering context.

What kind of support do teachers really need in a blended learning context?

“…Under the advocacy of the MOE, colleges and universities actively build online resources or introduce them for use in BL. Attempts of BL in other countries have involved the use of teacher-developed resources such as worked example videos or screencasts with low production requirements but with satisfactory effects (Ahmad et al, 2013;Dart et al, 2020), or those sourced from various social media outlets. However, the MOE has imposed strict technical standards and a high level of quality requirements for online courses, including those regarding video resolution, embedded subtitles and tests.…”

Evaluating the Impact of Worked Example Videos for Blended Learning in a Large-Enrolment Business Statistics Course

“…Furthermore, providing WEVs as a supplement means instructors are not required to redevelop existing classroom materials or upskill in new classroom facilitation techniques. There is evidence WEVs facilitate active learning directly through students solving problems alongside the videos (Dart, Pickering, et al, 2020;Martin, 2016). This personal agency and voluntary nature of the interactions can mitigate against student resistance, addressing a further barrier to implementation for instructors.…”

“…Other aspects of WEVs that have been investigated include student approaches to and motivations for engagement. Both Dart, Pickering et al (2020) and Martin (2016) showed that engineering students frequently solved problems presented in WEVs, with students often pausing to work ahead, and then restarting the videos to get hints when stuck or to verify solutions. Students also described replaying sections of WEVs to fully comprehend the reasoning behind the problem-solving process.…”

“…Students also described replaying sections of WEVs to fully comprehend the reasoning behind the problem-solving process. Although students report using WEVs throughout the semester to clarify understanding and catch-up following missed classes (Ahmad et al, 2013;Dart, Pickering, et al, 2020;Martin, 2016), assessment has been consistently demonstrated as the most significant usage motivator (Ahmad et al, 2013;Belski, 2011;Dart, Pickering, et al, 2020;Key & Paskevicius, 2015). This has translated to major usage peaks in the lead-up to assessment deadlines, particularly exams (Belski, 2011;Dart, Pickering, et al, 2020;Key & Paskevicius, 2015).…”

“…An approach to blended learning that has emerged in the science, technology, engineering, and mathematics (STEM) disciplines involves using worked example video (WEV) resources, also known as video screencasts. Underpinned by self-regulated learning (Zimmerman, 2002) and multimedia learning theories (Mayer, 2008), WEVs show potential for improving learning outcomes and student satisfaction in subject areas with a substantial problem-solving focus (Ahmad et al, 2013;Dart, Pickering, et al, 2020;Martin, 2016). Moreover, the approach offers scalability, which is an important consideration in large-enrolment classes that typically face greater challenges delivering high-quality student experiences (Gannaway et al, 2018;Owston et al, 2019).…”