Using Videos to Flip the Reviewing Process
Investigators: Dr. Qi Dunsworth (Center for Teaching Initiatives) & Dr. Yi Wu (Mechanical Engineering)
Project description:
Senior level courses in engineering curriculum typically require multiple prerequisites from the years earlier. It is critical to make sure students have mastered the foundational knowledge and skills before solving highly complex problems in a different context. ME 491, Bioengineering Applications of Mechanical Engineering, is designed to teach students how to apply mechanical engineering knowledge in the biomedical field.
Traditionally, two to three weeks of a 15-week semester have to be allocated to reviewing prerequisite knowledge in class. As a result, there is very limited time left for active learning activities or discussing advanced topics in the bioengineering field. To make the review process more efficient, the instructor adopted a “flipped review” approach by replacing classroom review sessions with a series of online review assignments across the semester. Each online review assignment consisted of a video focused on a technical area followed by an online quiz. Students were reacquired to complete the review video and quiz combo before the face-to-face class where the prerequisite knowledge would be needed.
Students were surveyed to understand their attitude towards the “flipped review” method. They were also solicited for suggestions on how to make review videos more effective. Instructors who are interested in trying the flipped review method will be able to find the full paper online at the 2018 ASEE Annual Conference.
