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|  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSPRING 2018  \nStudent Interactions with Online Videos in a Large Hybrid Mechanics of Materials Course  \nBENJAMIN AHN  \nAND  \nDEVAYAN D. BIR Iowa State University Ames, IA  \nABSTRACT  \nThe hybrid course format has gained popularity in the engineering education community over the past few years. Although studies have examined student outcomes and attitudes toward hybrid courses, a limited number of studies have examined how students interact with online videos in hybrid courses. This study examined the video-viewing behaviors of students and their reasons for deciding to watch or not watch videos in a hybrid sophomore-level Mechanics of Materials course. The findings show that when students played the videos, they watched most of the content; for videos 1 to 22 minutes long, the number of times played and the percentage of videos completed did not vary; the number of times played depended on the difficulty of a video’s topic; and the number of times played increased during exam periods. Students’ reasons for watching or not watching videos were identified. The findings have implications for the development of online videos for hybrid coursesand improving engineering student utilization of videos.  \nKey words: Flipped classroom, instructional design, Mechanics of Materials, streaming video, student video-viewing behaviors  \nINTRODUCTION  \nThe last decade has seen increased implementation of hybrid pedagogy in undergraduate engineering courses. Hybrid pedagogy, also termed flipped classroom, blended learning, and inverted instruction, teaches students through a combination of online materials and face-to-face instruction [1, 2] . Typically, students watch online lecture videos prior to classes, and during class periods  \nSPRING 2018 1  \nADVANCES IN ENGINEERING EDUCATION  \nStudent Interactions with Online Videos in a Large Hybrid Mechanics of Materials Course  \nfaculty answer students’ questions and assist them to perform in-class activities that require the application of information obtained from watching the videos. Because most of the lecture content is provided outside the classroom, faculty can use class time for student-centered learning activities. Hybrid pedagogy has been used in a wide variety of engineering subjects and disciplines (e. g. , a construction equipment and heavy construction methods course for junior construction engineering students [3], a heat transfer course for junior and senior mechanical engineering students [4], and an introduction to work design for junior industrial engineering students [5]) . The number of hybrid engineering courses will increase over the next few years given this pedagogy’s usefulness in meeting the training needs of a changing workforce [6] and the plans of many universities in the United States to transform required undergraduate courses from the traditional lecture format to the hybrid format [6–8] .  \nEmpirical studies on the effect of hybrid pedagogy on engineering students have been performed. Studies comparing the outcomes for engineering students in classes with an instructor-led lecture format and classes with a hybrid format show mixed findings: Some showed significant higher student outcomes for the hybrid format [9-13], and others showed no differences in student outcomes between the two formats [12, 14] . Studies of student engagement in and attitudes about hybrid classes have overwhelmingly found increased student engagement [10, 13] and positive student attitudes toward hybrid classes [5], mainly because the hybrid format encourages students to work with peersand instructors and gives them access to videos. Another study examined faculty perspectives on the benefits and challenges of hybrid classes. The benefits included increased faculty awareness of students’ challenges in the subject, improved instructor–student relationships, enhanced","cbCaioatNaVNrUtL","https://ap.wps.com/l/cbCaioatNaVNrUtL","pdf",682995,24,"English","# Introduction\n## Literature Review on Student’s Online Video-Viewing Behaviors\n# Findings Overview (From Abstract)","[{\"question\":\"What is the study’s focus in this hybrid Mechanics of Materials course?\",\"answer\":\"The study examines students’ video-viewing behaviors and the reasons students choose to watch or not watch online videos in a large hybrid sophomore-level Mechanics of Materials course.\"},{\"question\":\"How do students’ behaviors vary by video length according to the findings?\",\"answer\":\"For videos 1 to 22 minutes long, the number of times played and the percentage of videos completed do not vary.\"},{\"question\":\"Which factors influence how often students play videos and when they increase?\",\"answer\":\"The number of times a video is played depends on the difficulty of the video topic, and play counts increase during exam periods.\"}]","Student Interactions with Online Videos in a Large Hybrid Mechanics of Materials Course - Abstract | PDF",1792065866]