Student Use of Internet Video Lectures in Physics
Document Type
Oral Presentation
Campus where you would like to present
SURC Ballroom B/C/D
Start Date
21-5-2015
End Date
21-5-2015
Keywords
Physics, Education, Learning
Abstract
This study explored efficacy of student use of cloud-based video resources in supplementing regular physics instruction. Two groups of thirty students in Physics 112 classes took part in this study. As part of the regular course curriculum, each class had assigned web based homework. During the rotational motion and angular momentum unit of each class, references to supplemental instructional materials, applicable to problems on regular course homework were provided. The 9:30 a.m. class was provided with references to specific pages and examples in the course text book. The 7:30 a.m. class was provided with links to online supplemental physics videos. Data were collected at the beginning and end of the unit, via a pre- and post-test, attitude survey, and physics concept inventory. Additionally, view counts for online video resources were counted. The study found no significant learning gains in either student population as well as limited use of online video references.
Recommended Citation
Penoyar, Patrick, "Student Use of Internet Video Lectures in Physics" (2015). Symposium Of University Research and Creative Expression (SOURCE). 128.
https://digitalcommons.cwu.edu/source/2015/posters/128
Poster Number
36
Department/Program
Physics
Additional Mentoring Department
Physics
Student Use of Internet Video Lectures in Physics
SURC Ballroom B/C/D
This study explored efficacy of student use of cloud-based video resources in supplementing regular physics instruction. Two groups of thirty students in Physics 112 classes took part in this study. As part of the regular course curriculum, each class had assigned web based homework. During the rotational motion and angular momentum unit of each class, references to supplemental instructional materials, applicable to problems on regular course homework were provided. The 9:30 a.m. class was provided with references to specific pages and examples in the course text book. The 7:30 a.m. class was provided with links to online supplemental physics videos. Data were collected at the beginning and end of the unit, via a pre- and post-test, attitude survey, and physics concept inventory. Additionally, view counts for online video resources were counted. The study found no significant learning gains in either student population as well as limited use of online video references.
Faculty Mentor(s)
Bruce Palmquist