VBL: Will it work for Applied Sciences?
It was easy for our team to ultimately select Video-Based Learning (VBL) as the educational technology to focus on moving forward for our project. Each of us has some level of experience with this tool, and we all could demonstrate examples of VBL’s effectiveness in specific scenarios. However, I wanted to overlay personal experiences in teaching undergraduate engineering students and how they have recently responded to their learning. The majority of which for the last 14 months has been entirely online. As a baseline, our team used a particular pathway on LinkedIn Learning (formerly Lynda.com) to allow ourselves to experience VBL together and summarize the experience of learning through this technology.
In summary, this platform has various topics at the learner’s disposal, allowing users to pick ala cart, what they want to unpack, and when/how long they want to unpack it. I felt this has allowed me to see the benefits of VBL and, eventually, its flaws. Could I translate this to my work with undergraduates? I certainly feel like I can understand them better.
Looking inwards at the work we have done so far during the pandemic; I am often left wondering about my own choices regarding online learning. Did the flipped classroom work for this particular set of students? What material did the students absorb and articulate better, and based on that, what technologies aided in their ability to comprehend the subject matter better? I believe wholeheartedly in what Selwyn (2009) prefaced as the real problem in the study of ed-tech, and that is the lack of discussing how and why particular technologies are used. We have a good understanding and dialogue in the literature on what “tools” are available. However, we tend not to step back and think about why educators and designers have selected them and ultimately ask whether they should be implemented in the first place. I am now looking at VBL and creating questions on its effectiveness, efficiency, equality, and of course, its ability to be engaging. There is currently enough research in using a flipped-classroom approach with students in STEM, especially engineering and mathematics.
There is no arguing that Video can engage students when used in the proper context, but is it the right tool to get the job done moving forward? (Zaneldin et al.,2019). Regarding equality in the world VBL, gender and race have also recently undergone research and whether the effects of a flipped classroom favour male or female students (Chiquito, 2020). As I narrow the focus on using VBL for students in engineering, I think there is much to explore and unpack and decide whether or not VBL will work in the world of applied sciences.
Chiquito, M., Castedo, R., Santos, A. P., López, L. M., & Alarcón, C. (2020). Flipped classroom in engineering: The influence of gender. Computer Applications in Engineering Education, 28(1), 80–89. https://doi.org/https://doi.org/10.1002/cae.22176
Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of computer assisted learning, 26(1), 65-73.
Zaneldin, E., Ahmed, W., & El-Ariss, B. (2019). Video-based e-learning for an undergraduate engineering course. E-Learning and Digital Media, 16(6), 475–496. https://doi.org/10.1177/2042753019870938