Exploring University Students' Engagement with Online Video Lectures in   a Blended Introductory Mechanics Course
  The advent of MOOCs has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester blended introductory mechanics course at the Georgia Institute of Technology. We found that students were more engaged with videos that supported laboratory activities than with videos that presented lecture content. In particular, the percentage of students accessing laboratory videos was consistently greater than 80 percent throughout the semester while the percentage of students accessing lecture videos dropped to less than 40 percent by the end of the term. Moreover, students were more likely to access the entirety of a laboratory video than a lecture video. Our results suggest that students may access videos based on perceived value: students appear to consider the laboratory videos as essential for successfully completing the laboratories while students appear to consider the lecture videos as something more akin to supplementary material. We found there was little correlation between student engagement with the videos and the performance in the course. In addition, an examination of the in-video content suggests that students focus more on concrete information that is explicitly required for assignment completion (e.g., actions required to complete laboratory work, or formulas/mathematical expressions needed to solve particular problems) and less on content that is considered more conceptual in nature. The results of the study suggest ways in which instructors may revise courses to better support student learning. 
Shih-Yin Lin, John M. Aiken, Daniel T. Seaton, Scott S. Douglas, Edwin   F. Greco, Brian D. Thoms, Michael F. Schatz
physics.ed-ph