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|  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSUMMER 2020 VOLUME 8 ISSUE 2  \nWorked Example Videos for Blended Learning in Undergraduate Engineering  \nSARAH DART  \nEDMUND PICKERING  \nAND  \nLES DAWES  \nQueensland University of Technology Gardens Point, Australia  \nABSTRACT  \nBlended learning is becoming increasingly prevalent in engineering education due to its flexibility and enhanced learning outcomes, however it can face challenges in maintaining student engagement and satisfaction. This study investigates the impact of worked example videos (WEVs) as a blended learning approach within undergraduate engineering, addressing a gap in the literature around their impact as a self-directed study tool in large semester-long courses. WEVs were evaluated using a mixed methods approach incorporating viewership data and surveys. Approximately 90% of students used active learning when interacting with the WEVs, with many taking advantage of video controls to tailor and self-pace their learning. Students agreed WEVs improved their content knowledge and perceived this would improve their grades. Thus WEVs are capable of empowering learning and enabling deeper content engagement, making them a highly effective approach for embedding blended learning in the undergraduate engineering context.  \nKey words: Blended learning, Problem solving, Streaming video  \nINTRODUCTION  \nBlended learning, the combination of face-to-face and online instruction (Garrison and Kanuka 2004), is increasingly becoming the new norm in higher education (Partridge, Ponting, and McCay 2011) . This trend is being driven by the significant benefits that blended learning offers, including greater educational accessibility and flexibility, improved pedagogical practice, and enhanced  \nSUMMER 2020 VOLUME 8 ISSUE 2 1  \nADVANCES IN ENGINEERING EDUCATION  \nWorked Example Videos for Blended Learning in Undergraduate Engineering  \nlearning outcomes (Osguthorpe and Graham 2003, Singh 2003, Graham 2006) . However, the move toward blended learning has its challenges, particularly around managing student expectations of time-management, workload and individual responsibility in the learning process (Vaughan 2007) . Where students resist these changes, lower student satisfaction has been reported which can lead to instructors being reluctant to employ blended approaches (Vaughan 2007, Felder 2011) . Developing blended learning models which are able to address these key concerns while capitalizing upon the benefits of blending is important for increasing uptake and buy-in. This is especially true for undergraduate engineering education which has historically relied upon transmissive lectures as the main mode of delivery. In light of this, this study aims to evaluate the effectiveness of worked example videos (WEVs) as a blended learning approach in math-heavy undergraduate engineering courses.  \nBlended Learning  \nThe spectrum of how traditional face-to-face classes have been transformed into blended classes is vast (Graham 2006, Clark, Kaw, and Besterfield-Sacre 2016) . The first generation of blended learning mostly involved the direct video recording of physical lectures (Singh 2003), a practice which is still commonly used today (Kay 2012, Chester et al. 2011) . While this approach does address the benefit of accessibility for students, it does little to improve the educational experience as it simply mimics a passive classroom event. In fact, video lectures have been reported less engaging than face-to-face lectures due to viewing distractions in the home environment (Foertsch et al. 2002) . Students may also use lecture recordings as a substitute for attending classes (Wieling and Hofman 2010) .  \nFortunately, with the reduction in cost and wider availability of technology like recording devices, editing software, and online learning platforms (McGarr 2009, Kay 2012), more advanced blended lear","cbCais4xXsUPfljo","https://ap.wps.com/l/cbCais4xXsUPfljo","pdf",2880993,22,"English","# Abstract\n# Introduction\n## Blended Learning\n## Active Learning","[{\"question\":\"What does the study investigate about worked example videos (WEVs)?\",\"answer\":\"It examines how WEVs affect learning in undergraduate engineering as a self-directed blended learning approach, focusing on their impact in large semester-long courses.\"},{\"question\":\"How were WEVs evaluated in the study?\",\"answer\":\"WEVs were assessed through a mixed methods approach that combined viewership data with student surveys.\"},{\"question\":\"What were the main outcomes reported by students?\",\"answer\":\"Students agreed that WEVs improved their content knowledge and many expected this improvement to help their grades.\"}]","Worked Example Videos for Blended Learning in Undergraduate Engineering - Summer 2020 Volume 8 Issue 2 | PDF",1792066081,55]