Student Perspectives on Video-Based Learning in CDIO-Based Project Courses

Paper i proceeding, 2017

This paper aims at demonstrating the applicability of video learning in CDIO based project courses and at evaluating to what extent it benefits students. The courses are Machine Elements (PPU210), Product Planning - Needs and Opportunities (PPU085) and Engineering Design and Optimization (PPU190) in the Mechanical Engineering programme at Chalmers University of Technology. The research was carried out by first creating a set of videos for selected topics in three courses. In total, 22 videos were created including topics such as “Benchmarking”, “SWOT”, and “Prototype lab equipment instructions”. The learning outcomes of the video lectures were mapped to the CDIO syllabus. A blended learning environment was developed, i.e. the videos were utilised as additional support alongside existing learning activities. The videos were then used in the courses and the students’ feedbacks collected through a dedicated questionnaire, the regular course evaluation survey, and in student-teacher group meetings during and after the courses. The collected data was analysed to produce inferences about the applicability and utility of the video lectures. The resulting analysis shows the students’ preferences regarding the evaluated video lectures and instructions. The students find videos more appealing compared to traditional lectures. One of the main benefits highlighted is the possibility of watching the videos in parallel to the design-build-test project execution rather having the classroom lecture only. This helps in reinforcing concepts, and results in less dependency on supervisors during the project execution. Videos proved to be suitable for creating a blended learning environment and improved the perceived learning experience for the students. In order to maximize student satisfaction and interaction with the videos, the videos should be short and closely aligned to the other learning activities. The paper also suggests future improvements to be carried out for video-based learning in the courses, and proposes an easy adaptable way for teachers to develop video material.