An empirical analysis of video viewing behaviors in flipped CS1 courses

Abstract

Video-enabled education is becoming increasingly popular in support of active learning in CS education. Although present work on both video based learning and ipped class- rooms emphasize the necessity for students to view the ma- Terials, there is a lack of detailed, objective data on student viewing behaviors. This article aims to use fine grain student log data from TrACE, an asynchronous media platform, to understand student viewing behaviors in three sections of a ipped CS1 course taught by the same instructor. We find that students often have low compliance with video view- ing expectations in one section, and that re-watching course content does not often occur. Watching course content ear- lier has a significant correlation to course performance, and other behaviours correlate when compliance is not enforced via course requirements. These findings highlight concerns for ipped classroom researchers and suggest methods in- structors can use to improve student viewing behaviors.