The modern classroom is inundated with technology, whether it is being purposefully utilized in the course or not. Tapping into this abundance of technology can be an effective way of increasing student engagement and enhancing content delivery. One specific vehicle for this enhancement is the use of videos. There are endless possibilities for the types of videos used and how they are implemented into a course.  A growing number of existing videos covering general chemistry concepts are readily available on YouTube, however since we wanted to use videos as the fundamental backbone of our course, not just as a supplement, we chose to produce our own set of custom videos meant specifically for content delivery. This led to the creation of 176 short videos covering 34 topics for a full year of general chemistry content. The videos are highly animated PowerPoint presentations with voice-over narration.<br/>In this work, we discuss the planning, production, and implementation of these videos within two different course structures: a fully flipped classroom styled course where the videos were required as the focus of the class and an active lecture styled course where the videos were included only as a supplemental resource for the class. We compare the video watching patterns of students between these two course contexts and find that ultimately, whether the videos are required or not, students still gravitate towards the videos.

Creating custom course videos as the content backbone for general chemistry courses

255th National Meeting (2018)

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