Open AccessPositive student response to engaging lecture videos with embedded activities implemented in hybrid online course, Biostatistics for Biology Majors
Author(s) -
Marieke E. Kester
Publication year - 2016
Publication title -
innovations in teaching and learning conference proceedings
Language(s) - English
Resource type - Journals
ISSN - 2379-8432
DOI - 10.13021/g8z01p
Subject(s) - biostatistics , class (philosophy) , multimedia , reading (process) , computer science , online learning , mathematics education , psychology , artificial intelligence , medicine , political science , law , public health , nursing
Lecture videos were developed for use in a hybrid online section of Biostatistics for Biology Majors (BIOL214-DL) piloted during the spring 2016 semester. Lecture videos were based on recordings of the face-to-face lecture course completed with the help of GMU TV in a classroom fitted with 5 cameras including one on the document camera to record course materials. During fall 2015, 22 class sessions were recorded. Video editing software was used to cut original 75 minute videos into shorter chunks by topic. Activities were added as still PowerPoint slides to present the activity, followed by a slide reading “Did you really try the activity” followed by a video explanation of the correct answer. Final videos were on average 13.5 ± 0.73 (SEM) minutes and ranged from 3 to 21 minutes. Videos had an average of 2.62 ± 0.27 (SEM) activities. In a mid-term assessment completed by 18 students, 44% “Strongly agreed” that the embedded activities helped them learn class material, 44% “Agreed” and the other 11% responded “Neither Agree nor Disagree”. Sixty one percent of students ranked lecture activities in the top two “aspects of the course that are helpful to your learning”. Current challenges of embedding lecture video activities will be discussed along with future solutions offered by Kaltura media.