GEOSCIENCE VIDEOS AND THEIR ROLE IN SUPPORTING STUDENT LEARNING IN HYBRID INTRODUCTORY GEOSCIENCE COURSES

A series of geoscience videos were created to support student learning in Introductory Physical Geology classes at North Carolina State University. Specifically, we have created web-streamed videos with multiple formats to supplement specific geoscience concepts and processes. Videos are typically 5-15 minutes long and made using a stylus, tablet, microphone and video editing software. Essentially, we narrate a slide, sketch a diagram or explain a figure while describing the concept illustrated by what is projected onto the tablet. A typical video lesson would contain specific parts that can be matched against a similar textbook assignment to allow for comparison of student performance in different learning environments. Most videos are broadly applicable and can be used in laboratory or lecture settings as well as at other institutions (e.g. high school, college).

During the creation of the videos we considered aspects of effective multimedia design (e.g., spatial and temporal contiguity, modality, coherence) that have been shown to enhance student learning. Videos typically contain the following elements: a focus topic for each video module, learning objectives, various narrated content slides and images, multiple choice quizzes featuring knowledge and comprehension questions, embedded assessments keyed to higher level learning objectives, and an answer key. A learning objective reflection activity is presented at the end of each video to assess how confident the students are that they can successfully understand the objectives of the lesson.

These videos are to be implemented outside of class to aid in students learning and understanding of the geoscience literacy objectives. In the context of the course, the videos can be integrated into pre-class activities and/or used as post-class resources in support of lecture. Assigning the videos before class provides an opportunity for instructors to make additional time available during class for more in-depth active learning exercises. Essentially, by moving some of the instruction to a pre-class video, instructors can essentially create a version of a “flipped” or hybrid classroom and reformat in-class activities to promote more in-depth learning focusing on challenging course content.