Shedding Light on Student Learning Through the Use of Lightboard Videos

Authors

Peter D. Rogers, Georgia Southern UniversityFollow
Diana T. Botnaru, Georgia Southern UniversityFollow

Abstract

This mixed-method study examined the effect of Lightboard videos on student learning and perceptions in a Flipped Classroom Model (FCM). The study targeted 68 civil engineering undergraduate students at a 4-year public university in Southeastern USA. Lightboard videos were intentionally alternated between two consecutive semesters. Within the same section of the course, classes without Lightboard videos served as a control group and classes with Lightboard videos served as a study group. Both sections were taught by the same instructor utilizing the same materials and assessments for the class. Student academic performance was measured using in-class assignments. Additional quantitative and qualitative data were collected through an end-of-semester survey. Data show a modest academic performance increase on the overall score on in-class assignments and an improvement of average student scores on 69.2% of the in-class assignments in the study group. The overall means on the Likert scale survey showed a strong endorsement of Lightboard videos for understanding, engagement and satisfaction. Students commented positively on the collaborative aspect of in-class problem solving in FCM.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Rogers, Peter D. and Botnaru, Diana T. (2019) "Shedding Light on Student Learning Through the Use of Lightboard Videos," International Journal for the Scholarship of Teaching and Learning: Vol. 13: No. 3, Article 6.
Available at: https://doi.org/10.20429/ijsotl.2019.130306