Effect of Supplemental Instructional Videos on Student Performance in Engineering Mechanics Class
Contributing USMA Research Unit(s)
Civil and Mechanical Engineering
International Journal of Engineering Education
Short, instructor-created videos were introduced to a junior-level engineering mechanics class for use as a supplementary resource. The videos focus on a single course concept and demonstrate appropriate problem-solving technique. This technique was found to appeal to students across a variety of majors and learning style preferences and was shown to be effective regardless of a student’s past academic history. Many students realized modest to moderate improvement in performance on homework assignments and exams by using the videos as a review. Based on student feedback and access patterns, the videos are shown to serve as a valuable supplement (but not a replacement) for traditional in-classroom instruction. The future of digital content libraries and virtual environments for learning is also discussed.
Bruhl, Jakob; Klosky, Led; and Bristow, Elizabeth C., "Effect of Supplemental Instructional Videos on Student Performance in Engineering Mechanics Class" (2014). West Point Research Papers. 113.
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