Instructional Videos in an Online Engineering Economics Course
- Conference
- Location
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Seattle, Washington
- Publication Date
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June 14, 2015
- Start Date
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June 14, 2015
- End Date
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June 17, 2015
- ISBN
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978-0-692-50180-1
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Engineering Economy
- Page Count
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17
- Page Numbers
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26.979.1 - 26.979.17
- DOI
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10.18260/p.24316
- Permanent URL
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https://peer.asee.org/24316
- Download Count
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673
Paper Authors
Letitia M. Pohl University of Arkansas
Letitia Pohl is a Clinical Assistant Professor in the Department of Industrial Engineering at the University of Arkansas. She holds a Ph.D. in Industrial Engineering from the University of Arkansas, an M.S. in Systems Engineering from the Air Force Institute of Technology, and B.S. in Mechanical Engineering from Tulane University. Dr. Pohl served as an officer in the U.S. Air Force for eight years. At the University of Arkansas, Dr. Pohl has served as the Assistant Director of the Mack-Blackwell Rural Transportation Center and conducted research in warehouse design and operations, transportation security, and inland waterways security. She has taught in both the Industrial Engineering and Civil Engineering departments, and currently teaches Engineering Economic Analysis, Ergonomics, and Introduction to Operations Management.
Shelly Walters University of Arkansas
Shelly Walters is an instructional designer at the University of Arkansas Global Campus and is in the Ed.D. program in Educational Technology at Boise State. She has a Master of Educational Technology from Boise State University.
Abstract
Instructional Videos in an Online Engineering Economics CourseThe use of video lectures is a common method of delivering course content in online learningenvironments. Over time, our understanding of what makes an effective online video has evolvedwith advances in educational research and technology. In the past decade, free online videoservices such as YouTube have allowed widespread dissemination of instructional videos.Prevalence of high-quality instruction produced by organizations such as Kahn Academy hasadvanced our knowledge of effective video techniques and increased our students’ expectations.Recent research has explored the elements of lecture videos and presentation styles that eithercontribute to, or detract from, student engagement. This paper explores one instructor’sexperience with teaching an online course in engineering economics multiple times, the originaldevelopment of lecture videos and the subsequent editing and rework of those videos. Untilrecently, the effectiveness of the course videos was judged primarily from student feedback incourse evaluations. However, the most recent version of our institution’s learning managementsystem allows collection of detailed student viewing data on the videos, including number ofviews, average view time and drop-off rates. Correlation between video viewing habits andstudent performance is explored and recommendations and lessons learned are provided.
Pohl, L. M., & Walters, S. (2015, June), Instructional Videos in an Online Engineering Economics Course Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24316
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