Elsevier

Computers & Education

Volume 59, Issue 2, September 2012, Pages 619-627
Computers & Education

Evaluating the use of problem-based video podcasts to teach mathematics in higher education

https://doi.org/10.1016/j.compedu.2012.03.007Get rights and content

Abstract

Problem-based video podcasts provide short, web-based, audio-visual explanations of how to solve specific procedural problems in subject areas such as mathematics or science. A series of 59 problem-based video podcasts covering five key areas (operations with functions, solving equations, linear functions, exponential and logarithmic functions, and trigonometric functions) were created as self-study tools and used by 288 higher education students to acquire pre-calculus skills over a three week period. The results indicated that a majority of students used the video podcasts frequently, rated them as useful or very useful, viewed them as easy to use, effective learning tools, and reported significant knowledge gains in pre-calculus concepts.

Highlights

► A set of 59 problem-based video podcasts was designed to help students improve their pre-calculus knowledge. ► Two-thirds of the students viewed over 4500 video podcasts during a 21 day period. ► Students used video podcasts because step-by-step, visually based explanations helped them learn when and how they wanted. ► Students rated problem-based video podcasts as useful, easy to follow, and effective in helping them understand new material. ► Students also reported significant pre-calculus knowledge gains as a result of using video podcasts.

Introduction

At least two distinct teaching approaches have been observed regarding the use of video podcasts in education: receptive viewing and problem-based. Receptive viewing of podcasts assumes that learning material in whatever format (e.g., lectures, supporting videos, PowerPoint slides) is to be viewed by students in a relatively passive manner. Problem-based video podcasts, also known as worked examples, provide web-based, audio-visual explanations of specific procedural problems that students may need to solve in a courses such as mathematics or science (Kay, 2012).

Key benefits of using receptive viewing of video podcasts include improved learning and study habits (e.g., Heilesen, 2010; Jarvis & Dickie, 2009; Leijen, Lam, Wildschut, Simons, & Admiraal, 2009; McCombs & Liu, 2007), positive student attitudes towards this medium (e.g., Copley, 2007; Dupagne, Millette, & Grinfeder, 2009; Hill & Nelson, 2011; Vajoczki, Watt, Marquis, & Holshausen, 2010) and increased learning performance (e.g., Crippen & Earl, 2004; Griffin, Mitchell, & Thompson, 2009; Traphagan, Kusera, & Kishi, 2010; Vajoczki et al., 2010).

Limited research, though, has been conducted on problem-based video podcasts (Crippen & Earl, 2004; Loomes, Shafarenko, & Loomes, 2002). The purpose of this paper was to evaluate the effectiveness of problem-based video podcasts designed to improve Calculus readiness for first year university students.

Section snippets

Video podcasts in higher education

Video podcasts are audio-visual files that are distributed in a digital format through the Internet using personal computers or mobile devices (McGarr, 2009). They are perhaps best known to students through the YouTube website where over three billon clips are viewed daily (Henry, 2011). Since 2006, the use of video podcasts in higher education has grown rapidly (e.g., Heilesen, 2010; McGarr, 2009). Students have described video podcasts as enjoyable to watch (e.g., Green et al., 2003;

Sample

The student sample, selected from a small university located within a large, metropolitan area of over three million people, consisted of 288 engineering (n = 140), science (n = 121) or current education (n = 27) students (188 males, 100 females) enrolled in a first year undergraduate Calculus course. Students reported high school calculus grades of 60–69 (12%, n = 35), 70–79 (37%, n = 107), 80–89 (34%, n = 98) and 90+ (13.5%, n = 39).

Development of video podcasts

Under the supervision of the course instructor, a collection

Reasons for using video podcasts

Just over two-thirds of the student sample (n = 195) chose to use video podcasts in this study. Eight reasons were cited by students for selecting these tools. The first and most frequent reason for using video podcasts was related to learning benefits (n = 88 comments) such as remembering better, reviewing old material, helping to solve and understand problems better, and visualization. The second reason was linked to the quality of video podcast explanations (n = 64 comments) and the

Choosing to use video podcasts

Two-thirds of the student population in this study elected to use problem-based video podcasts for similar reasons reported in previous research, namely improved learning (e.g., Bennett & Glover, 2008; Holbrook & Dupont, 2010; Lonn & Teasley, 2009) and control over when, where, and how they learned (e.g., Fill & Ottewill, 2006; Griffin et al., 2009; Hill & Nelson, 2011).

A new finding specific to problem-based video podcasts suggests that students benefitted from the step-by-step explanations.

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