Research consistently shows that active, student centered environments promote learning more efficiently than traditional lecture environments. To this end, many educators have experimented with different types of video supplementation for both hybrid and flipped classrooms. In an effort to explore student preferences before large-lecture pedagogical reform, the following formats are explored: recorded classroom instruction, screen-cast PowerPoints of lecture material and tutorial shorts, screen-casts of think-aloud problem set solutions, and biologically-applied historical examples. In this study, the student perceptions of and preferences for several different video formats are assessed. Results from the student survey data will be reported.

Video instruction in organic chemistry: Student perceptions and preferences

249th National Meeting (2015)

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