Students Perspectives on Video-based Learning in CDIO-Based Project Courses

K. Bhadani, C. Stöhr, E. Hulthén, J. Quist, M. Bengtsson, M. Evertsson, et al (2017). Students Perspectives on Video-based Learning in CDIO-Based Project Courses. 14.

2017 13th International CDIO Conference, University of Calgary, Canada

65_Final_PDF.pdf

It has been observed recently that the advancements in information technology and digitalization, along with the increased affordability of educational technology has led to a broader adoption of those technologies in the higher education. At the same time, student behavior towards learning is changing and many students prefer student-driven personalized learning, which is typically enabled by an availability of online resources. This gives them the control of when they are to learn.

There are many examples of successful uses of video-based learning in engineering education, e.g. in software and control theory. However, there are comparably fewer examples of video-based learning in design-build-test project courses. Reasons for this may include that design education often relies on personal tutoring and feedback in small-group settings and the wish and need to build things.

This paper aims at demonstrating the applicability of video learning in design courses and at evaluating to what extent it benefits students. The courses in question are Engineering Design and Optimization, Product Planning and Machine Elements in the Mechanical Engineering programme at Chalmers University of Technology. The research was carried out by first creating set of videos for selected topics in the courses. Around 20 videos were created including topics such as for instance Benchmarking, Prototype lab equipment instructions. The learning outcomes of the video lessons are mapped to the CDIO syllabus. A blended learning environment was developed, i.e. the videos are used as an additional support within existing courses.

The videos were then used in the courses and student’s feedbacks collected by carrying out a dedicated questionnaire, the regular course evaluation questionnaire, and in student-teacher meetings during and after the courses. The collected data was analyzed to produce inferences about the applicability and utility of the video lectures.

The result analysis shows student preferences regarding the evaluated video lectures. It also provides further insight on what course content to focus more on for future video development. The paper suggests that incremental changes are to be carried out for video development in the courses, and to propose an easy adaptable way for teachers to develop video material. The preliminary results from the Engineering Design and Optimization course shows that the students find video lectures more appealing, and there is an inclination towards, video lectures compared to traditional lectures. One of the main benefits highlighted is the flexibility of watching a video in the middle of the design-build project execution. This helps in reinforcing concepts, and enables less dependency on supervisors during project execution. Keywords: CDIO Standards 2, 5, 7, 8; Video-based learning, Design-build-test project

Proceedings of the 13th International CDIO Conference in Calgary, Canada, June 18-22 2017

Authors (New):

Kanishk Bhadani

Christian Stöhr

Erik Hulthén

Johannes Quist

Magnus Bengtsson

Magnus Evertsson

Johan Malmqvist

Pages:

Affiliations:

Chalmers University of Technology, Sweden

Keywords:

CDIO Standard 2

CDIO Standard 5

CDIO Standard 7

CDIO Standard 8

Video-based learning

Design-build-test project

Blended Learning

STEM education

Problem-based learning

Year:

2017

Reference:

Avison, D. E., Lau, F., Myers, M. D., & Nielsen, P. A. (1999). Action research. Communications of the ACM, 42(1), 94-97.:

Baskerville, R., & Myers, M. (2004). Special Issue on Action Research in Information Systems: Making IS Research Relevant to Practice: Foreword. MIS Quarterly, 28(3), 329-335.:

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher education, 32(3), 347-364:

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational psychologist, 26(3-4), 369-398.:

Cabezuelo, A. S., Conde, M. Á., & Rodríguez, J. L. S. (2015). 6th International Workshop on Software Engineering for E-Learning (ISELEAR15). Proceedings of the 3rd International Conference on Technological Ecosystems for Enhancing Multiculturality, ACM, 661-665. :

Cheah, S., Lee, H., & Sale, D. (2016). Flipping a Chemical Engineering Module Using an EvidenceBased Teaching Approach. Proceedings of the 12th International CDIO Conference. Turku, Finland: Turku University of Applied Sciences.:

Chen, C. (2008). Intelligent web-based learning system with personalized learning path guidance. Computers & Education, 51(2), 787-814. :

Crawley E. F., Malmqvist J., Östlund S., Brodeur D. R., & Edström K. (2014). Rethinking Engineering Education: The CDIO Approach (2nd ed.) New York: Springer.:

Cronhjort, M. & Weurlander, M. (2016). Student Perspectives on Flipped Classrooms in Engineering Education. Proceedings of the 12th International CDIO Conference. Turku, Finland: Turku University of Applied Sciences:

Demazière, C., Stöhr, C. & Adawi, T. (2015). Using learning analytics in virtual learning environments. In Palsson, Victor (Eds.). Proceedings from 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar (pp. 121-126), Uppsala: Uppsala Universitet.:

Demazière, C., Stöhr, C. & Adawi, T. (2016). Students’ “resonance broadening” to teaching or how to improve students’ learning using flipped classrooms. Proceedings of International Topical Meeting on Advances in Reactor Physics (PHYSOR). 1471-1482.:

Edström, K. & Kolmos, A. (2014). PBL and CDIO: complementary models for engineering education development. European Journal of Engineering Education, 39(5), 539-555.:

Garrison, D. & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. :

Gommer, L., Hermsen, E., & Zwier, G. (2016). Flipped Math, Lessons Learned from a Pilot at Mechanical Engineering. Proceedings of the 12th International CDIO Conference. Turku, Finland: Turku University of Applied Sciences.:

Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of mooc videos. Proceedings of the first ACM conference on Learning@ scale conference, ACM, 41-50.:

Hugo, R. & Brennan, R. (2016). Student Study Habits as Inferred from On-Line Watch Data. Proceedings of the 12th International CDIO Conference. Turku, Finland: Turku University of Applied Sciences.:

Macías-Guarasa, J., Montero, J. M., San-Segundo, R., Araujo, Á., & Nieto-Taladriz, O. (2006). A projectbased learning approach to design electronic systems curricula. IEEE Transactions on Education, 49(3), 389-397.:

Maniar, N., Bennett, E., Hand, S., & Allan, G. (2008). The effect of mobile phone screen size on video based learning. Journal of Software, 3(4), 51–61.:

Oishi, L. (2007). Did You Just See that? Online Video Sites Can Jumpstart Lessons. Technology & Learning, 27(6), 32.:

PPU085 - Product Planning - Needs and Opportunities. (2016). Chalmers University of Technology website. Retrieved 5 April 2017, from https://student.portal.chalmers.se/en/chalmersstudies/courseinformation/Pages/SearchCourse.aspx?c ourse_id=25443&parsergrp=3:

PPU190 - Engineering Design and Optimization. (2016). Chalmers University of Technology website. Retrieved 5 April 2017, from https://student.portal.chalmers.se/en/chalmersstudies/courseinformation/Pages/SearchCourse.aspx?c ourse_id=25034&parsergrp=3:

PPU210 - Maskinelement. (2016). Chalmers University of Technology website. Retrieved 5 April 2017, from https://student.portal.chalmers.se/sv/chalmersstudier/minkursinformation/Sidor/SokKurs.aspx?course_ id=25096&parsergrp=3:

Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of engineering education, 95(2), 123-138.:

Prince, M. J., & Felder, R. M. (2007). The many faces of inductive teaching and learning. Journal of college science teaching, 36(5), 14.:

Saterbak, A., Volz, T., & Wettergreen, M. (2016). Implementing and Assessing a Flipped Classroom Model for First-Year Engineering Design. Advances in Engineering Education, 5(3).:

Schminder, J., Najafabadi, H., & Gårdhagen, R. (2016). Learning by Teaching: Student Developed Material for Self-Directed Studies. Proceedings of the 12th International CDIO Conference. Turku, Finland: Turku University of Applied Sciences.:

Sellens, R. (2014). Video Microlectures: Simple to Make; Valued by Students. Proceedings of the 10th International CDIO Conference. Barcelona, Spain: Universitat Politècnica de Catalunya.:

So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318-336.:

Stöhr, C., Demaziere, C. & Adawi, T. (2016). Comparing student activity and performance in the classroom and a virtual learning environment. In Novotná, Jancarík (Eds.). Proceedings of the 15th European Conference on e-Learning ECEL. 664-671.:

Svensson, L., Hammarstrand, L. & Stöhr, C. (2015). Flipping a PhD course using movies from a MOOC. In. Palsson, Victor (Eds.). Proceedings from 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar (pp. 168-171). Uppsala, Sweden: Uppsala Universitet.:

Viksilä, R. (2013). Effectiveness of Video Lecturing in ICT Learning. Proceedings of the 9th International CDIO Conference, Cambridge, Massachusetts: Massachusetts Institute of Technology and Harvard University School of Engineering and Applied Sciences.:

Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). The State of Video-Based Learning: A Review and Future Perspectives. International Journal on Advances in Life Sciences, 6(3/4), 122-135.:

on August 11, 2017 - 07:24 MAndersson

Students Perspectives on Video-based Learning in CDIO-Based Project Courses

Navigation

Students Perspectives on Video-based Learning in CDIO-Based Project Courses

Share this content.