This paper presents data on the extent to which pre-class videos were viewed by students in three different undergraduate flipped engineering courses (numerical methods for engineers, fluid mechanics and engineering statics).
Flipped classes are typically characterized by pre-class preparatory activities that are followed by more active/collaborative in-class activities. Engagement with pre-class activities is essential for the flipped model to work, and knowing the current extent of student engagement with pre-class resources is a necessary first step towards improving them. Towards this end, this paper presents and compares data on the extent of video viewing (coverage) of pre-class videos in three flipped undergraduate engineering courses.
The dataset consisting of a total of 280 students watching 318 pre-class videos across the three courses shows that, roughly speaking, when a video was watched before class, it was watched to three quarters of its duration; courses with students of higher academic levels (e.g. juniors vs. sophomores) had greater coverages; for some courses, coverage was significantly affected by the day of the week the video was due to be watched by; coverage did not always drop as the semester progressed, but it did drop with increasing average duration of videos; and coverage was significantly and inversely correlated to video duration for all courses.
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