Positive Student Response to Engaging Lecture Videos with Embedded Activities Implemented in Hybrid Online Course, Biostatistics for Biology Majors


  • Marieke Elise Kester George Mason University




online course development, hybrid courses, student engagement, active learning, teaching online, STEM education, education technology, distance learning, lecture videos


Lecture videos were developed for use in a hybrid online section of Biostatistics for Biology Majors (BIOL214-DL) piloted during the spring 2016 semester. Lecture videos were based on recordings of the face-to-face lecture course completed with the help of GMU TV in a classroom fitted with 5 cameras including one on the document camera to record course materials. During fall 2015, 22 class sessions were recorded. Video editing software was used to cut original 75 minute videos into shorter chunks by topic. Activities were added as still PowerPoint slides to present the activity, followed by a slide reading ââ¬ÅDid you really try the activityââ¬Â followed by a video explanation of the correct answer. Final videos were on average 13.5 ñ 0.73 (SEM) minutes and ranged from 3 to 21 minutes. Videos had an average of 2.62 ñ 0.27 (SEM) activities. In a mid-term assessment completed by 18 students, 44% ââ¬ÅStrongly agreedââ¬Â that the embedded activities helped them learn class material, 44% ââ¬ÅAgreedââ¬Â and the other 11% responded ââ¬ÅNeither Agree nor Disagreeââ¬Â. Sixty one percent of students ranked lecture activities in the top two ââ¬Åaspects of the course that are helpful to your learningââ¬Â. Current challenges of embedding lecture video activities will be discussed along with future solutions offered by Kaltura media.

Author Biography

Marieke Elise Kester, George Mason University

PhD Candidate, Environmental Science and Policy






4:15pm-5:30pm POSTER SESSION (Group A- 4:15-4:45pm)