OJER Home

2021 - Volume 5 - Number 2

The Effects of Educational Videos on Views and Attitudes of Engineering Undergraduate Students

İbrahim Halil ÖZDEMİR * ibrahimhllozdemir@gmail.com * ORCID: 0000-0001-9291-7112
Ege University, Graduate School of Educational Sciences, İzmır, TURKEY

Fırat SARSAR * firat.sarsar@ege.edu.tr * ORCID: 0000-0002-3611-8137
Ege University, Faculty of Education, İzmır, TURKEY

Özge ANDİÇ-ÇAKIR * ozge.andic@ege.edu.tr * ORCID: 0000-0001-5662-3555
Ege University, Faculty of Engineering, İzmır, TURKEY

Open Journal for Educational Research, 2021, 5(2), 289-302 * https://doi.org/10.32591/coas.ojer.0502.12289o
Received: 10 October 2021 ▪ Accepted: 7 December 2021 ▪ Published Online: 20 December 2021

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

ABSTRACT:
The usage of videos in undergraduate students’ engineering education has gained importance in recent years. Videos, which are used as a supportive tool in traditional engineering education, have become a source of information in online learning environments. The aim of this study is to examine the effects of educational videos on engineering undergraduate students’ laboratory applications and its examination of opinions developed within the scope of e-learning. For this purpose, the sample consisting of 50 undergraduate students from the civil engineering department has been used for this research. Pre-test and post-test process conducted within the scope of in this research were resulted in a meaningful difference after the analyses of Paired Samples t-Test (p=0.02) was made. This result shows that online learning platforms in engineering education and educational videos positively affect the students’ attitude. In addition, it is found out that educational videos affect the learning process as a useful educational source. Moreover, the instructors’ educational videos, which are Digital Learning Materials, positively impact the students’ motivation during the courses.

KEY WORDS: videos, educational videos, laboratory, engineering education.

CORRESPONDING AUTHOR:
İbrahim Halil Özdemir, Ege University, Graduate School of Educational Sciences, İzmır, TURKEY. E-mail: ibrahimhllozdemir@gmail.com.

REFERENCES:

Alkan, V., Şimşek, S., & Armağan Erbil, B. (2019). Hash method: Story field print review. Journal of Qualitative Research in Education, 7(2), 558-581. https://doi.org/10.14689/ISSN.2148-2624.1.7c.2s.5m

Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6.

Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Scientific research methods. Pegem Akademi.

Carbonell, M. R. E., & Pons, J. V. (2014, October). Open educational resources for enhancing the learning of calculus in engineering education: Last improvements: Televoting system and specific thematic math videos. In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings (pp. 1-8). IEEE.

Chao, C. Y., Chen, Y. T., & Chuang, K. Y. (2015). Exploring students’ learning attitude and achievement in flipped learning supported computer-aided design curriculum: A study in high school engineering education. Computer Applications in Engineering Education, 23(4), 514-526.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3. Baskı). Thousand Oaks, CA: Sage.

Dharmadhikari et al. (2011). Create educational lesson videos compatible with the streaming server using low-cost resources. IEEE International Educational Technologies Conference (pp. 116-120). IEEE.

Domingues, L., Rocha, I., Dourado, F., Alves, M., & Ferreira, E. C. (2010). Virtual laboratories in (bio) chemical engineering education. Education for Chemical Engineers, 5(2), e22-e27.

Fernandez, V., Simo, P., Algaba, I., Albareda-Sambola, M., Salan, N., Amante, B., ... & Rajadell, M. (2011). Low-cost educational videos’ for engineering students: a new concept based on video streaming and Youtube channels. International Journal of Engineering Education, 27(3), 518.

Ferreira, E. C. (2004). Blended learning in bioprocess systems engineering education: issues, methods, and applications. In ESCAPE-14: European Symposium on Computer-Aided Process Engineering (pp. 16-19).

Fiorella, L., & Mayer, R. E. (2018). What works and doesn’t work with instructional video. Computers in Human Behavior, 89, 465-470.

Granjo, J. F., & Rasteiro, M. G. (2018). LABVIRTUAL—A platform for the teaching of chemical engineering: The use of interactive videos. Computer Applications in Engineering Education, 26(5), 1668-1676.

Haznedar, Ö., & Baran, B. (2012). A study to develop a general scale of attitude towards e-learning for education faculty students. Educational Technology Theory and Application, 2(2), 42-59.

Iqbal, S., Zang, X., Zhu, Y., Chen, Y. Y., & Zhao, J. (2014, December). On the impact of MOOCs on engineering education. In 2014 IEEE International Conference on MOOC, Innovation, and Technology in Education (MITE) (pp. 101-104).

Jackson, N., Quinn, D., Lonie, A., Rathore, P. & James, P. (2013). Video in engineering courses to promote active online learning environments. In Proceedings of A2E2 conference Gold Coast. Online access:https://www.engineersaustralia.org.au/australasian-association-engineering-education/2013-annualconference.

Kay, R., & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education, 59(2), 619-627.

Kerr, B. (2015, September). The flipped classroom in engineering education: A survey of the research. In 2015 International Conference on Interactive Collaborative Learning (ICL) (pp. 815-818). IEEE.

Kleftodimos, A., & Evangelidis, G. (2018, April). Augmenting educational videos with interactive exercises and knowledge testing games. In 2018 IEEE Global Engineering Education Conference (EDUCON) (pp. 872-877). IEEE.

Maclaren, P. (2018). How is that done? Student views on resources used outside the engineering classroom. European Journal of Engineering Education, 43(4), 620-637.

Månsson, J., Löfgreen, J., & Warfvinge, P. (2017). Effective use of video in engineering education. In 6: e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Chalmers tekniska högskola,22-23 November 2017 (pp. 94-96). Chalmers tekniska högskola.

Marques, J. C., Quintela, J., Restivo, M. T., & Trigo, V. (2012, September). The use of video clips in engineering education. In 2012 15th International Conference on Interactive Collaborative Learning (ICL) (pp. 1-4). IEEE.

Mayer, R. E. (2009). Multimedia learning. Cambridge: Cambridge University Press.

Nguyen, K. A., Husman, J. E., Borrego, M. J., Shekhar, P., Prince, M. J., & Demonbrun, M. (2017). Students’ expectations, types of instruction, and instructor strategies predicting student response to active learning. AERA Online Paper Repository.

Pedrotti, M., & Nistor, N. (2014, July). Online lecture videos in higher education: Acceptance and motivation effects on students’ system use. In 2014 IEEE 14th International Conference on Advanced Learning Technologies (pp. 477-479). IEEE.

Rhema, A., & Miliszewska, I. (2014). Analysis of student attitudes towards e-learning: The case of engineering students in Libya. Issues in informing science and information Technology, 11, 169-190.

Saar, M., Kusmin, M., Laanpere, M., Prieto, L. P., & Rüütmann, T. (2017, April). Semantic annotations and teaching analytics on lecture videos in engineering education. In 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 1548-1551). IEEE.

Shephard, K. (2003). Questioning, promoting, and evaluating the use of streaming video to support student learning. British Journal of Educational Technology, 34(3), 295-308.

Simo, P., Fernandez, V., Algaba, I., Salan, N., Enache, M., Albareda-Sambola, M., ... & Rajadell, M. (2010). Video stream and teaching channels: quantitative analysis of the use of low-cost educational videos on the web. Procedia-Social and Behavioral Sciences, 2(2), 2937-2941.

Toto, R., & Nguyen, H. (2009, October). Flipping the work design in an industrial engineering course. In 2009 39th IEEE Frontiers in Education Conference (pp. 1-4). IEEE.

Violante, M. G., & Vezzetti, E. (2014). Implementing a new approach for the design of an e‐learning platform in engineering education. Computer Applications in Engineering Education, 22(4), 708-727.

Wagner, D., Laforge, P., & Cripps, D. (2013). Lecture material retention: A first trial report on flipped classroom strategies in electronic systems engineering at the University of Regina. Proceedings of the Canadian Engineering Education Association (CEEA).

Wilkinson, A., Roberts, J., & While, A. E. (2010). Construction of an instrument to measure student information and communication technology skills, experience, and attitudes to e-learning. Computers in Human Behavior, 26, 1369-1376.

Yang, D., & Pakala, K. (2017). Building an effective online thermodynamics course for undergraduate engineering students. Online assess: https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1169&context=edtech_facpubs.

Zaneldin, E., Ahmed, W., & El-Ariss, B. (2019). Video-based e-learning for an undergraduate engineering course. E-Learning and Digital Media, 16(6), 475-496.