written by John M. Aiken, Shih-Yin Lin, Scott S. Douglas, Edwin F. Greco, Brian D. Thoms, Marcos D. Caballero, and Michael F. Schatz

In the Fall of 2013, Georgia Tech offered a "flipped" calculus-based introductory mechanics class as an alternative to the traditional large-enrollment lecture class. This class flipped instruction by introducing new material outside of the classroom through pre-recorded, lecture videos. Video lectures constituted students' initial introduction to course material. We analyze how students engaged with online lecture videos via "clickstream" data, consisting of time-stamped interactions (plays, pauses, seeks, etc.) with the online video player. Analysis of these events has shown that students may be focusing on elements of the video that facilitate a "correct" solution.

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Last Modified April 24, 2015

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