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A bank of 38 screencasts (developed in 2012) supplements an undergraduate Structural Analysis course and is made available to all participants. Grades from 2011–2015 are analyzed versus a comparable course without screencasts, and surveys collect student feedback, indicating improved learning effectiveness.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/enhancing-learning-effectiveness-by-implementing-screencasts-into-civil-engineering-classroom-with-deaf-students/588805/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/enhancing-learning-effectiveness-by-implementing-screencasts-into-civil-engineering-classroom-with-deaf-students/588805.png","ImageObject",300,407,{"name":42,"@type":43},"Chumphorn","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What are screencasts and how are they used in the civil engineering classroom?","Question",{"text":63,"@type":64},"Screencasts are screen captures of learning materials broken into detailed steps with instructor narration and synchronized captions. In the study, they supplement traditional lectures so students can follow problem solutions at their own pace.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the screencasts evaluated for learning effectiveness?",{"text":68,"@type":64},"Final calculated grades for hearing and deaf students were collected for five consecutive academic years (2011–2015). The grades were analyzed and compared before and after introducing the screencasts, using a comparable Civil Engineering course without screencasts as a benchmark.",{"name":70,"@type":61,"acceptedAnswer":71},"Who can access the screencasts and what course did they support?",{"text":72,"@type":64},"The screencasts were posted on the instructor’s teaching website and were open to all students and interpreters participating in the course. 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Screencasts are screen captures of learning materials, broken into detailed steps with narration and synchronized captions provided by an instructor. With screencasts, students are able to follow the instructor’s elaboration of the problem step-by-step to understand the underlying principles. Our screencasts approach is targeted at upper level technical courses in Civil Engineering and focuses on inclusive Civil Engineering classroom with deaf students. A bank of thirty eight screencasts was developed in 2012 and has been applied to supplement a Civil Engineering undergraduate core course: Structural Analysis. The screencasts are posted on the instructor’s teaching website, and are open to all students and interpreters participating in this course. The final calculated grades of the hearing students and the deaf students were collected for five consecutive academic years from 2011 to 2015. The grades of the hearing students and the deaf students were analyzed and compared before and after the screencasts were introduced. Another comparable Civil Engineering course without screencasts, Elementary Structures, was selected as a benchmark to evaluate the effects of screencastson students’ learning. Surveys were performed to gather students’ feedback about their experience in using screencasts. The research results show that implementing screencasts to supplement traditional Civil Engineering lectures may enhance both deaf and hearing students’ learning effectiveness.  \nKey words: streaming video, civil engineering, performance  \nINTRODUCTION  \nStudents in Science, Technology, Engineering and Math (STEM) should finish the class with a functional understanding of the course material. Current research suggests that replacing the  \nADVANCES IN ENGINEERING EDUCATION  \nEnhancing Learning Effectiveness by Implementing Screencasts into Civil Engineering Classroom with Deaf Students  \nFigure 1. Sample Screencast.  \ntraditional lecture-type instruction with interactive technological tools may enhance students’ learning. Screencasts are a new form of computer-aided instruction in the classroom[6, 7, 8 and 11] . Screencasts are screen captures of learning materials broken into steps and combined with the instructor’s narration and synchronized captioning (Figure 1) . Screencasts have been used in general college courses such as mathematics, physics and chemistry for several years and have been proven to improve learning effectiveness[6, 7, 8, 11 and 12] . In these fundamental courses, screencasts are usually combined with the use of clickers or are applied as a flipped classroom approach[1, 4, 5 and 6] . Our screencasts approach is targeted at upper level technical courses in Civil Engineering, and is uniquely focused on inclusive Civil Engineering classroom with deaf students. Instead of using the screencasts as part of a flipped classroom, we use them as additional learning materials, to supplement traditional lectures. Students can choose to use the screencasts depending on their academic needs, after they learn the materials in the classroom.  \nIn the environment of a traditional classroom, deaf and hard-of-hearing students face significant barriers to access and inclusion in STEM education[2 and 3] . According to U. S. Department of Education, National Center for Education Statistics: 2007–08 National Postsecondary Student Aid Study, the number of deaf students at postsecondary level was 136,000 and accounted fo","cbCaiqkRJyfDZ9sH","https://ap.wps.com/l/cbCaiqkRJyfDZ9sH","pdf",2024195,12,"English","# Abstract\n# Introduction\n# Screencasts in Engineering Education\n## Inclusive Civil Engineering Classroom for Deaf Students\n# Academic Setting and Barriers in STEM\n## Traditional Lecture-Based Challenges\n# Screencasts Approach and Course Materials\n# Study Design and Evaluation Methods\n## Grade Comparison and Surveys","[{\"question\":\"What are screencasts and how are they used in the civil engineering classroom?\",\"answer\":\"Screencasts are screen captures of learning materials broken into detailed steps with instructor narration and synchronized captions. In the study, they supplement traditional lectures so students can follow problem solutions at their own pace.\"},{\"question\":\"How were the screencasts evaluated for learning effectiveness?\",\"answer\":\"Final calculated grades for hearing and deaf students were collected for five consecutive academic years (2011–2015). The grades were analyzed and compared before and after introducing the screencasts, using a comparable Civil Engineering course without screencasts as a benchmark.\"},{\"question\":\"Who can access the screencasts and what course did they support?\",\"answer\":\"The screencasts were posted on the instructor’s teaching website and were open to all students and interpreters participating in the course. They were applied to supplement a Civil Engineering undergraduate core course: Structural Analysis.\"}]","Enhancing Learning Effectiveness by Implementing Screencasts into Civil Engineering Classroom with Deaf Students | PDF",1792065969]