PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
Students’ sense-making practices for video lectures
Page: 1418
There has been increased interest in the use of videos for teaching techniques such as “flipped” classrooms. However, there is limited evidence that connects the use of these videos with actual learning. Thus, there is a need to study the ways students experience and learn from videos. In this paper, we use sense-making frames as a tool to analyze student’s video-watching. We describe preliminary results from interviews with 12 students who watched short videos on introductory statistics and probability concepts and discuss implications for student learning.