The main emphasis of the paper is in the implementation of video lectures, and the analysis of the learning results through video lectures. Also, the influence of using video lectures in teaching is evaluated by comparing the learning of student groups with and without the possibility of using video lectures. Modern technology has had significant effects on learning styles and strategies. For example, young students have learned to search and process data from the Internet through the video sharing services. By using a pre-recorded, interactive video lecture as work instructions for the students it is possible to support different types of learners better. Instead of lecturing, the lecturer is released to support the students in their personal workflow and knowledge construction process as needed. The effectiveness of video lecturing was studied by comparing the average exam points acquired by the different student groups. The sample consisted of first-year students at Lahti University of Applied Sciences in Finland. The sample sizes were: in 2010 N=86, in 2011 N=91 and in 2012 N=124. The result was that using video lectures did not result in better exam results in the experimental course, when comparing the groups with or without video lectures. However, the number of failed exams decreased significantly, from 15% to 2% out of the returned exams. In addition, a survey among the students clearly showed that video lecturing made studying more convenient for the students.
Proceedings of the 9th International CDIO Conference, Massachusetts Institute of Technology and Harvard University School of Engineering and Applied Sciences, Cambridge, Massachusetts, June 9 – 13, 2013.