Problem Solving Videos for General Chemistry Review: Students’ Perceptions and Use Patterns

Abstract

We examined the use of problem solving videos (PSVs) as a substitute for general chemistry exam review sessions. We investigated student perceptions of course aspects regarding usefulness for supporting their learning of chemistry content. We also examined how students used the PSVs to further their learning. Students ranked the PSVs as more useful than other course components such as the textbook and exam review sessions. Weekly lectures, back tests, and online homework assignments were also ranked highly. A majority of our students viewed the PSVs, multiple views were common, and PSVs were mainly viewed for exam preparation. YouTube statistics corroborated this finding in that numbers of PSV views were maximal 4 days prior to and through each exam day. Students found step-by-step explanations and ability to control their own learning to be more helpful features of the PSVs. Shifting content to out-of-class video viewing frees up in-class time for tasks that promote learning at the higher levels of Bloom's taxonomy (e.g., active learning, group work).

Student Perceptions of Online Homework Use for Formative Assessment of Learning in Organic Chemistry

“…This finding is aligned with previous research in which general chemistry students ranked instructor run lectures and online homework as two of the more useful course aspects along with problem solving videos, an optional study resource that was closely aligned to their exams. 34 …”

Development and Production of Interactive Videos for Teaching Chemical Techniques during Laboratory Sessions

“…Students are able to learn at a self-regulated pace and may revisit the material on demand when needed, as illustrated in the use of problem solving videos for general chemistry. 1 Similarly, the use of computerized assistance for lab instruction (of reaction kinetics) generally has been shown to decrease the time spent by a student learning a skill while at the same time increasing the students' skill. 2 In the literature, most of the reports of use of videos for chemistry wet-lab focus on the faculty development of pre-lab content [3][4][5] and although it is useful for students to prepare for lab classes, it is not integral with or part of the laboratory class where students are actually doing their experiments and learning.…”

Board 40: Effect of Online Recorded Video “Review Session” on Student Test Preparation and Performance for Fluid Mechanics Midterm at a University in the Netherlands

“…The most popular method to help engineering students online has been the provision of problemsolving videos, often posted on the Learning Management System (LMS) (e.g., Canvas, Blackboard), because it allows students to watch at their own pace and typically allows for visualization of the problems [1]. Viewership of videos typically peaks around exam times, indicating that students are using the videos to prepare for tests [2]- [4]. Research has shown that the majority of students generally enjoy learning through videos [2], [4]- [7].…”

“…Viewership of videos typically peaks around exam times, indicating that students are using the videos to prepare for tests [2]- [4]. Research has shown that the majority of students generally enjoy learning through videos [2], [4]- [7]. Approximately 70-85% of students report that they find videos helpful and useful [2], [4], [5] Though such videos may be well-liked, it is important to bridge the gap between how the use of videos relates to the grades received by students.…”

“…Research has shown that the majority of students generally enjoy learning through videos [2], [4]- [7]. Approximately 70-85% of students report that they find videos helpful and useful [2], [4], [5] Though such videos may be well-liked, it is important to bridge the gap between how the use of videos relates to the grades received by students. Some past research shows that student performance improves from video use [5]- [12], others show that there is little or no correlation [2], [13]- [15], and some that students even do worse than with traditional teaching methods [2], [3], [16], [17].…”