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Technology is rapidly advancing and changing how education is delivered. Blended learning, an emerging teaching style in flipped classrooms, incorporates technology in the form of online supplemental materials accessible to students prior to attending a traditional class. Incorporating technology into the learning process has been proposed as an effective way to meet the educational needs of the iGeneration. This study investigated the effect of online demonstration videos on learning scientific concepts in NUTR 245 Scientific Principles of Food Preparation Lab. The second lab section, (experimental group) received the intervention, online videos, before completing pre-lab quizzes, lab assignments and lab reports, and the first lab section (control group) did not. Students’ pre-lab quiz, lab report and final numerical grades were compared and post surveys were used to gather students’ perceptions and attitudes regarding effectiveness of the videos.
As hypothesized, the experimental group had significantly higher pre-lab quiz, lab report, and final course grades when compared to the control group (p<0.05).
A majority of students from both groups believed having the ability to watch the videos before lab helped (experimental group) or would help (control group) them prepare for lab. Students also believed the videos helped them understand experiments other classmates were responsible for. Lastly, students in the experimental group found the videos engaging and enjoyed watching them while the control group was impartial to the videos (p<0.05). Further research in which the sample size is larger, the practice effect of the instructor is controlled for and video viewing frequency is monitored is encouraged. Furthermore, future research should focus on the development of effective videos, specifically, determining which formatting techniques are most helpful for students.
Advisor: Georgia Jones