Using Video in the Construction Technology Classroom

Evaluating the Quality of Experience of Supplemental Instructional Videos

“…They reported that instructional videos were particularly beneficial for students who were behind in their work. In agreement with Hoxley & Rowsell (2006), survey data indicated that students felt that content delivered by video was beneficial. However, like Cherrett et al (2009), Liu & Hatipkarasulu warned that the instructional videos alone were insufficient in providing a deep understanding of the subject matter.…”

“…Hoxley & Rowsell also found that instructional videos are most helpful to students when used with a concentration aid, like a quiz, and if "the main purpose of the lecture is to deliver technical detail, then this is certainly best delivered after the viewing of the video" (Hoxley & Rowsell, 2006, p. 121). The findings from the Hoxley & Rowsell (2006) study are largely confirmed by Cherrett, et al (2009), who reported that 75% of second-year undergraduate students in their study stated that video had enhanced their learning experience with safety topics. They cautioned instructional designers and practitioners that passively viewing a video is not sufficiently stimulating.…”

“…In my job, I will not be required to write because I will work on a construction sight [sic]" (Bernold, 2005, p. 538). While Bernold was using this student's frustration to illustrate the well-documented shortcomings of the traditional, readingand-lecture-based learning method in construction education (e.g., Hoxley & Rowsell, 2006), it also reflects the simple reality that many undergraduate construction students find unassisted readings on unfamiliar topics to be challenging, often preferring to avoid them altogether. In 2018, Pearson Education commissioned a national, online survey aimed at understanding the differences in educational interests, outlooks, and values of Millennials (individuals born between 1980-1994) and Generation Z (individuals born between 1995and 2015, who now constitute the majority of undergraduate students.…”

The Effectiveness of Supplemental Instructional Videos in Construction Education

“…While many studies in construction education have evaluated students' opinions of instructional videos, speculated about their impact, or documented the process of their design and development e.g., [5], [6], [7], [8], few have experimentally tested their effectiveness-their ability to objectively improve a student's academic performance. The scant body of empirical research available (summarized below) at the intersection of construction education and instructional videos reports mostly positive results, but the studies are too dissimilar in scope and methodology to aggregate and generalize to the overall population of undergraduate construction students.…”

“…They reinforce the main messages of the instruction by providing emphasis, focus, or clarity. And importantly, SIVs are frequently used to complement another teaching medium, such as readings [5].…”