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The advent of MOOCs has stimulated interest in using online videos to delivercontent in university courses. We examined student engagement with 78 onlinevideos that we created and were incorporated into a one-semester blendedintroductory mechanics course at the Georgia Institute of Technology. We foundthat students were more engaged with videos that supported laboratoryactivities than with videos that presented lecture content. In particular, thepercentage of students accessing laboratory videos was consistently greaterthan 80 percent throughout the semester while the percentage of studentsaccessing lecture videos dropped to less than 40 percent by the end of theterm. Moreover, students were more likely to access the entirety of alaboratory video than a lecture video. Our results suggest that students mayaccess videos based on perceived value: students appear to consider thelaboratory videos as essential for successfully completing the laboratorieswhile students appear to consider the lecture videos as something more akin tosupplementary material. We found there was little correlation between studentengagement with the videos and the performance in the course. In addition, anexamination of the in-video content suggests that students focus more onconcrete information that is explicitly required for assignment completion(e.g., actions required to complete laboratory work, or formulas/mathematicalexpressions needed to solve particular problems) and less on content that isconsidered more conceptual in nature. The results of the study suggest ways inwhich instructors may revise courses to better support student learning.

Exploring University Students' Engagement with Online Video Lectures in a Blended Introductory Mechanics Course