INFORMATION CHANGE THE WORLD

International Journal of Modern Education and Computer Science (IJMECS)

ISSN: 2075-0161 (Print), ISSN: 2075-017X (Online)

Published By: MECS Press

IJMECS Vol.9, No.5, May. 2017

Experiences from Video Lectures in Software Engineering Education

Full Text (PDF, 405KB), PP.17-26


Views:44   Downloads:5

Author(s)

Antti Herala, Antti Knutas, Erno Vanhala, Jussi Kasurinen

Index Terms

Teaching;software engineering;video lectures;user statistics;experience report

Abstract

Millennials have learned to seek information from the Internet whenever they need to know something and want to learn things. In this study, we present observations from several university courses with freely available online resources for the modern students. Ten different courses with video lectures were observed, often with positive outcomes and improved results compared to the previous course arrangements. Additionally, unlike in some previous literature, we observed that some issues such as the video length did not have a meaningful impact on the learning outcomes. Overall, the results indicate that videos offer excellent benefit-effort-ratio, and are an efficient way to reach the target audience: the students.

Cite This Paper

Antti Herala, Antti Knutas, Erno Vanhala, Jussi Kasurinen,"Experiences from Video Lectures in Software Engineering Education", International Journal of Modern Education and Computer Science(IJMECS), Vol.9, No.5, pp.17-26, 2017.DOI: 10.5815/ijmecs.2017.05.03

Reference

[1]Guzdial, M. & Soloway, E., 2002. Teaching the Nintendo Generation to Program. Communications of the ACM, Vol 45(4), pages 17-21.

[2]Ashton Anderson, Daniel Huttenlocher, Jon Kleinberg, and Jure Leskovec. 2012. Discovering value from community activity on focused question answering sites: a case study of stack overflow. In Proceedings of the 18th ACM SIGKDD international conference on Knowledge discovery and data mining (KDD '12). ACM, New York, NY, USA, 850-858.

[3]Guo, P. J., Kim, J., & Rubin, R. (2014). How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. In Proceedings of the First ACM Conference on Learning @ Scale Conference (pp. 41–50). New York, NY, USA: ACM.

[4]Maher, M. L., Lipford, H., & Singh, V. (2013). Flipped Classroom Strategies Using Online Videos. Citeseer.

[5]Zappe, S., Leicht, R., Messner, J., Litzinger, T., & Lee, H. W. (2009). "Flipping" the classroom to explore active learning in a large undergraduate course. In American Society for Engineering Education. American Society for Engineering Education.

[6]Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.

[7]Godden, D. R. and Baddelley, A. D. (1975), Context-dependent Memory in Two Natural Environments: On Land and Underwater. British Journal of Psychology, 66: 325–331.

[8]Fernandez, A., & Glenberg, A. M. (1985). Changing environmental context does not reliably affect memory. Memory & Cognition, 13(4), 333–345.

[9]Thomson, A., Bridgstock, R., & Willems, C. (2014). "Teachers flipping out"beyond the online lecture: Maximising the educational potential of video. Journal of Learning Design, 7(3), 67–78.

[10]Young, M. F. (1993). Instructional design for situated learning. Educational Technology Research and Development, 41(1), 43–58.

[11]Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580.

[12]Lage, M., Platt, G., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30-43.

[13]Hansch, A., Hillers, L., McConachie, K., Newman, C., Schildhauer, T., & Schmidt, P. (2015) Video and Online Learning: Critical Reflections and Findings from the Field. HIIG Discussion Paper Series No. 2015-02.

[14]Clare Marie O. Robles, A. (2012). Blended Learning for Lifelong Learning: An Innovation for College Education Students. International Journal of Modern Education and Computer Science. 4, 6 (Jun. 2012), 1–8.

[15]Gilakjani, A.P. (2012). The Significant Role of Multimedia in Motivating EFL Learners' Interest in English Language Learning. International Journal of Modern Education and Computer Science. 4, 4 (May 2012), 57–66.

[16]Buckland, R. (2011). Open teaching a case study on publishing lecture videos publicly. In Proceedings of the Thirteenth Australasian Computing Education Conference - Volume 114 (pp. 19–28). Perth, Australia: Australian Computer Society, Inc.

[17]Chan, Y. M. (2010). Video instructions as support for beyond classroom learning. Procedia - Social and Behavioral Sciences, 9, 1313–1318.

[18]Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior, 28(3), 820-831.

[19]Manley, E. D., & Urness, T. M. (2014). Video-based instruction for introductory computer programming. Journal of Computing Sciences in Colleges, 29(5), 221–227.

[20]Cann, A. J. (2007). Podcasting is dead. long live video! Bioscience Education, 10(1), 1–4.

[21]Maniar, N., Bennett, E., Hand, S., Allan, G.. The Effect of Mobile Phone Screen Size on Video Based Learning. Journal of Software, North America, 3, apr. 2008. 

[22]Bruff, D. O., Fisher, D. H., McEwen, K. E., & Smith, B. E. (2013). Wrapping a MOOC: Student perceptions of an experiment in blended learning. Journal of Online Learning and Teaching, 9(2), 187.

[23]Caviglia-Harris, J. (2016). Flipping the Undergraduate Economics Classroom: Using Online Videos to Enhance Teaching and Learning: Flipping the Undergraduate Economics Classroom. Southern Economic Journal.

[24]Herala A., Vanhala E., and Nikula U. 2015. Object-oriented programming course revisited. In Proceedings of the 15th Koli Calling Conference on Computing Education Research (Koli Calling '15). ACM, New York, NY, USA, 23-32.

[25]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.