Implementing student-created video in engineering: An active learning approach for exam preparedness

Abstract

In this case study, an active learning approach to exam preparation in engineering was investigated. The Learner Video Thumbnailing (LVT) strategy incorporated video blogs (vlogs) to reinforce course content. In this innovative method, students voluntarily choose one of two roles as either the role of a spectator (watching the vlogs) n=69 or the role of a vlogger (creating the vlogs) n=8 to earn extra credit on a formative exam. Data collected in this study included the vlogs, scores on the achievement questions, and a post interview of the vloggers. Difference of video development by gender were identified. The use of the LVT approach promoted improved achievement and student engagement.