LEARNING THROUGH STUDENT GENERATED VIDEOS IN A FLUID MECHANICS COURSE

This paper discusses a two year study on the effectiveness of learning concepts in an introductory fluid dynamics course, by teaching through video.The intention of this activity was to take a concept the professor discussed during class, and articulate it in video media using everyday examples that other students can relate to.The goals were to 1) generate a scenario where students can better learn course material by requiring them to teach their peers, and 2) create a repository of videos that can be used in subsequent iterations of the course.Surveys were given out to the student participants at the conclusion of the project, and consisted of five questions evaluated using a five level Likert rating scale, as well as three free response prompts.The major conclusions derived from the data are: 1) this assignment was enjoyable to execute, and useful for participating student to learn major concepts in the course, 2) the videos generated were useful in teaching their classmates, and 3) this assignment can be extended to other courses.Overall, the paper asserts that the pedagogy of using digital video projects as a means of learning through teaching helps in increasing conceptual understanding of course material, as well as useful to educate their peers.[1]