TY - GEN
T1 - An empirical analysis of video viewing behaviors in flipped CS1 courses
AU - Dazo, Suzanne L.
AU - Stepanek, Nicholas R.
AU - Fulkerson, Robert
AU - Dorn, Brian
N1 - Funding Information:
This work is funded in part by the National Science Foundation under grant IIS-1318345. Any opinions, findings, and conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reect the views of the NSF.
PY - 2016/7/11
Y1 - 2016/7/11
N2 - Video-enabled education is becoming increasingly popular in support of active learning in CS education. Although present work on both video based learning and ipped class- rooms emphasize the necessity for students to view the ma- Terials, there is a lack of detailed, objective data on student viewing behaviors. This article aims to use fine grain student log data from TrACE, an asynchronous media platform, to understand student viewing behaviors in three sections of a ipped CS1 course taught by the same instructor. We find that students often have low compliance with video view- ing expectations in one section, and that re-watching course content does not often occur. Watching course content ear- lier has a significant correlation to course performance, and other behaviours correlate when compliance is not enforced via course requirements. These findings highlight concerns for ipped classroom researchers and suggest methods in- structors can use to improve student viewing behaviors.
AB - Video-enabled education is becoming increasingly popular in support of active learning in CS education. Although present work on both video based learning and ipped class- rooms emphasize the necessity for students to view the ma- Terials, there is a lack of detailed, objective data on student viewing behaviors. This article aims to use fine grain student log data from TrACE, an asynchronous media platform, to understand student viewing behaviors in three sections of a ipped CS1 course taught by the same instructor. We find that students often have low compliance with video view- ing expectations in one section, and that re-watching course content does not often occur. Watching course content ear- lier has a significant correlation to course performance, and other behaviours correlate when compliance is not enforced via course requirements. These findings highlight concerns for ipped classroom researchers and suggest methods in- structors can use to improve student viewing behaviors.
KW - Ipped courses
KW - Online video usage
UR - http://www.scopus.com/inward/record.url?scp=84979738879&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84979738879&partnerID=8YFLogxK
U2 - 10.1145/2899415.2899468
DO - 10.1145/2899415.2899468
M3 - Conference contribution
AN - SCOPUS:84979738879
T3 - Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE
SP - 106
EP - 111
BT - ITiCSE 2016 - Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education
PB - Association for Computing Machinery
T2 - 2016 ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2016
Y2 - 11 July 2016 through 13 July 2016
ER -