A Comparison of Two Engineering Statics Courses: Traditional Lecture-based and Lecture-based with Online Supplemental Video

Halupa, Colleen; Caldwell, Benjamin W.

doi:10.5430/ijhe.v4n1p232

Cited by 9 publications

(3 citation statements)

References 10 publications

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“…Bennett, Maton, and Kervin (2008, p. 776) point out that 'they are held to be active experiential learners, proficient in multitasking, and dependent on communications technologies for accessing information and for interacting with others', but this might not be entirely true, as students' everyday technology practices may not be directly applicable to academic tasks. In their literature review, Halupa and Caldwell (2015) highlight the difficulty in implementing new methods and technologies in the classroom and the resistance of students to learning in a new way. Rogado et al (2015) also report the difficulties students have in incorporating new technology in their learning.…”

Section: Introductionmentioning

confidence: 99%

Using Quick Response Codes with Videos in the Laboratory

Duarte

Baptista

Pinto

2016

Journal of Cases on Information Technology

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Using QR codes to access low-cost, educational, short videos in engineering laboratory classes might be a successful way of building a bridge from concrete to digital content. With QR codes placed on the apparatus, students will know exactly which video to watch. The scanned QR codes can be saved, enabling students to watch them again while performing the experiment or at home. Low-cost videos do not require expensive equipment and software, and keeping the videos short assures a minimum download time, making them compatible for use with smartphones and tablets. The aim of this research is to evaluate the importance undergraduate engineering students attribute to these videos and their reaction to the possibility of accessing them with QR codes scanned by a smartphone or a tablet. Results show students attributed some importance to the videos, and that the QR codes are very helpful as means to quickly and easily access the videos.

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Section: Introductionmentioning

confidence: 99%

Using Quick Response Codes with Videos in the Laboratory

Duarte

Baptista

Pinto

2016

Journal of Cases on Information Technology

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“…In their literature review, Halupa and Caldwell [11] highlight the difficulty in implementing new methods and technologies in the classroom, and the resistance of the students themselves to learning in a new way.…”

Section: Introductionmentioning

confidence: 99%

Exploring the use of quick response codes

Duarte

Baptista

Pinto

2015

Proceedings of the 3rd International Conference on Technological Ecosystems for Enhancing Multiculturality

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Bringing the digital world and "digital natives" to hands-on engineering laboratory classes can be a challenge and an opportunity. Videos can be used, but is important that students know exactly what video to watch for each apparatus. That is why the possibility of accessing videos with QR codes is essential to build a bridge from concrete to digital content. The aim of this research is to evaluate the importance undergraduate engineering students attribute to instructional videos that explain the operating procedure of laboratory apparatus, and their reaction to the possibility of accessing them with quick response (QR) codes. Results show students attributed some importance to the videos and the QR codes in the laboratory are very helpful as means to quickly and easily access the videos.

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“…In multiple studies, video acted as a capable medium for educational experiences. Halupa and Caldwell (2015) demonstrated how video used in a supplemental fashion is perceived as a welcome addition by students and can lead to higher test scores. Two groups were evaluated, with a control group receiving regular instruction.…”

Section: Using Video Education In a Supplemental Fashionmentioning

confidence: 99%

Needs Analysis for the Implementation of Supplemental Educational Videos in the Training of Surgical Residents

Serfin

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This dissertation aimed to research the possibility of integrating a supplemental video system in a surgical residency for educational use. A needs analysis was to be conducted in order to find if current stakeholders would accept such a system within a surgical residency: (a) surgical residents, (b) teaching physicians, and (c) administrators. The study aimed to research factors that complicate the current educational setting for surgical residents, such as time allotted for learning, fatigue during learning opportunities, teaching physicians time and effort into teaching responsibilities, and the cost of such systems and their perceived value to administrators. Also investigated was the type of learning theories best suited to creating a supplemental video system in a hospital setting. After this, a set of interviews was conducted amongst the stakeholders to evaluate the needs of the residency and the willingness of all parties to accept the system into their educational structure. What was found was a high level of interest in a more centralized learning management system, which is the central depository for all educational materials to be used by the residents. Most agreed that the learning environment lacked structure and optimally required something more substantial than adding supplemental videos to the learning process. These findings demonstrate that surgical residents, teaching physicians, and administrators all perceive a lack of structure in the surgical residency learning process and a significant need to correct the issue.

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A Comparison of Two Engineering Statics Courses: Traditional Lecture-based and Lecture-based with Online Supplemental Video

Cited by 9 publications

References 10 publications

Using Quick Response Codes with Videos in the Laboratory

Using Quick Response Codes with Videos in the Laboratory

Exploring the use of quick response codes

Needs Analysis for the Implementation of Supplemental Educational Videos in the Training of Surgical Residents

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