SCREENCASTSINENGINEERINGDrHugoWilliams,DepartmentofEngineering;hugo.williams@leicester.ac.ukMrAndrewNorman,DepartmentofEngineeringDrPaulReilly,DepartmentofMediaandCommunication1MrHangZhou,Postgraduatestudent,DepartmentofEngineeringMsCherylPe,formerlyPostgraduatestudent,DepartmentofLaw

KEYWORDS:Screencast,e-lecture,internationalstudents,flippedteaching,lecturecaptureFundingallocated:£2002

There is an increasing demand for educational resources that supplementmaterial delivered in lectures and supervisionmeetings. In some cases, a fulllecturerecordingmightbeuseful;inmanycasesashort,targetedvideoofafewslideswith audio commentary (a screencast) can achieve this by focussing onthekeypoints.Theaimofthisprojectwastodevelopandevaluatetheuseofscreencasts as part of two Engineering teaching activities. The first was aconventionaltaughtmodulethatistakenby4thyearMEngandMScstudents.This was chosen because students have often studied different topicspreviously, and for many, English is second language. The second case-studywastoprovidescreencaststohelpstudentsapplyresearchskills like literaturereviewing, referencing and technical report writing specifically to technicalreportsinEngineering.Thestudysupportedmanyoftheadvantagessuggestedinthe literatureontheuseofscreencasts inengineeringteaching.Pre-sessionscreencastswere found tohaveparticularpotential because theyencouragedactiveparticipation in thesubsequent taught sessionandhavegreatpotentialwhencombinedwithaflippedteachingapproach.Suchapre-sessionscreencastwouldalsobeusefulforstudentstouseafterthesessionasanalternativetoafull lecture recording, so the preparation can be argued to be a relativelyefficientuseofacademictime.

1. BACKGROUNDThere appears to be increasing student demand for educational resources that supplementconventionalteachingactivitiesinEngineering(andrelateddisciplines).Thisisparticularlyimportantforinternationalstudents,whoselackofEnglishlanguageproficiencymayleadthemtoexperiencedifficultiesunderstanding teachingmaterials.Additional resourcesmayalsohelp studentsdevelop

1NowSeniorLecturerinSocialMediaandtheDigitalSociety,InformationSchool,UniversityofSheffield,UK.

JOURNALFOREXCELLENCEINTEACHINGANDLEARNING

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researchskillsrequiredformajor'capstone'researchprojects,whichformasignificantpartoffinalyearprogrammes.CongruentwithrecentdevelopmentsinUKHigherEducation,theDepartmentofEngineeringattheUniversity of Leicester has experienced a significant growth in student numbers at bothundergraduateandpostgraduatelevelsoverthepastdecade,leadingtoareductioninthestaff-to-student ratio. This is seen as one factor that may have a negative impact upon NSS scores andstudentsatisfactionwiththeircourses.TheDepartmentofEngineeringatLeicesterteachesanumberofmodulesto4thyearMEngstudentsthatarealsoofferedtoMScstudents.TaughtMScstudentsmaynothavecoveredexactlythesametopicsintheirpreviouseducationand,ingeneral,morestudentshaveEnglishasasecondlanguage.Engineering students on all programmes undertake at least one major research project. SomeEngineering students have traditionally struggled with applying the comprehensive (but generic)literaturesearching,referencingskillsandacademichonestymaterialsprovidedbycentral librariestoasubstantiveengineeringtechnicalreport.Thebridgehastraditionallybeenprovidedthroughtheconventionalrelationshipbetweensupervisorandstudent insupervisionmeetings.Asthenumberofprojectstudentssupervisedbyeachacademicincreasesthisisincreasinglychallenging–todosoduringindividualmeetingsisveryrepetitive,whiletoorganisegroupmeetingsisdifficultbecauseoftimetablingandroomavailability.Theresultisthatprovisionvariessignificantlybetweenacademics,isinefficientandtheproficiencydemonstratedbystudentscanvary.Ascreencasttypicallyconsistsof lectureslidesaccompaniedbyanaudiocommentary.Theyareanexample of what has been termed a ‘Little Open Educational Resource’ (‘little-OER’), defined byWeller (2011) as being low-cost resources which can contribute to achieving learning outcomeswhen integrated togetherwithother activities. Screencasts are typicallymuch shorter thana fulllecturerecording(upto15minutes)andtheyareusuallypreparedspecificallyand intendedtobecomplementary to lecture attendance. This teaching techniquehas previously beenpiloted in theDepartmentofMediaandCommunicationattheUniversityofLeicester(Reilly,2015).Althoughthedisciplinesareverydifferent,manyofthechallengesfacedbythetwoDepartmentsappearsimilar.This study suggested that that student learningwas enhanced; both in intended and unintendedways,andthattheapproachwaspopularwithstudents(Reilly,2015).There have already been a number of studies exploring the efficacy of using screencasts inengineering education. Falconer et al. (2009, 2012) report on a project producing over 400screencastsonChemicalEngineeringtopics.Thestudyevaluatedstudents'expressedpreferencesonhow useful they perceived the screencasts and data on when the screencasts were accessed,revealingapeakassociatedwithrevision.ThesescreencastsaresharedandmadeavailableonlineasOERs.2 Pinder-Grover et al. (2011) developed and evaluated the use of screencasts as asupplementaryresourcewithinalargelecturemodule(200students),andfoundthatthistechniquewas especially appropriate for students with varied pre-requisite knowledge. This study was

2http://www.learncheme.com/screencasts

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followedbyamixed-methodsstudycomparingstudents'perceptionswiththeirperformance(Greenet al. 2012).Most studentsexpressed that they found the screencastshelpful and self-reportedadeeperunderstandingofthecoursematerialduetothescreencasts.Studentperformancematchedtheir perception; students who used the screencasts were more likely to perform better inassessment. Notably, the assessment performance was unaffected by the use of screencasts forstudents who actively chose not to use them. By contrast, students who ‘forgot’ to use thescreencastsperformedlesswell.Akeyadvantageofthisstudywasthelargesamplesize(n=397overtwoacademicyears)whichwassufficientforhigherstatisticalconfidence.Carter(2012)developedaseries of 25 screencasts for 'pre-reading' as an alternative to textbooks. Over 75% of the classaccessed at least 20 out of the 25 screencasts; a much higher engagement than students self-reported in previous studies when asked to pre-read from textbooks. This study was using thescreencastsaspartofa 'flippedteaching'approachandalso resulted ingoodstudentattendance,which is a common concern for academics when full lecture recordings are provided after thelecture.Anumberofother studieshaveargued thatan improvement in studentperformancehasbeendemonstratedusing'beforeandafter'quizzesorbycomparingtwoverysimilarmoduleswithandwithoutscreencasts(Oehrlietal2011;Lochetal.2014;Morrisetal2014).Clearly,itwouldbepossibletocitelimitationstoanymethodofevaluatingtheimprovementinstudentperformanceasaresultofalearningapproachwhilstkeepingequitableteachingandassessmentapproaches.Thisisanevidentchallengewithanykindofpedagogicresearch.However,areasonableconclusionitthatthe literaturedemonstratesthatstudentsrespondpositively toscreencastsasa teachingresourceandforthosethatengagepositivelywiththemtheycanbebeneficial.

2.PROJECTAIMSANDOBJECTIVESThe aim of the screencasts in engineering project was to build on the successful work in theDepartment of Media and Communications to undertake a mixed-methods pilot study of usingscreencastsinengineeringtodevelopexperienceintheiruseandassesstheiruseandeffectiveness.ThespecificResearchObjectives(ROs)andmethodologiesusedinthestudywere:

RO1: Review the literature on screencast use specifically in engineering disciplines to identifyexamplesofscreencastuseandeffectivenessinanengineeringcontextandrefinethelaterROs.

RO2: Produce and evaluate screencasts for use in a traditional lecture module on AerospaceMaterials taken by MEng and MSc students. These student cohorts have different academicbackgrounds,andtheliteraturereviewidentifiedthatscreencastshaveproventobeagoodwaytomanage this. The novel development of this studywas to compare 'pre-session' screencastswith'post-session' screencasts. In theacademicyear2014/15 thismodulewas taught in3 sessionsperweek.For the first session in theweekapre-sessionscreencastwasprepared.For thesecond,noscreencastwasprovidedandforthethirdapost-sessionscreencastwasprovided.Thispatternwaskeptregularforconsistencyandtomakethetypeofscreencastindependentoftheparticulartopicof a session. The expressed preferences of the students were investigated via a writtenquestionnaire at the end of the module and a smaller focus-group conducted at the end of themodulewithaseriesofguidingquestionswhereresponsesweretranscribedforlateranalysis.TherevealedpreferencesofthestudentswouldbeinvestigatedbyusingtheBlackboardVirtualLearningEnvironment (VLE)usagestatistics to investigatethe frequencyandtimethateachscreencastwasaccessed.Thiswouldbecorrelatedwiththefinalmodulemarksachievedbyeachstudent.

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RO3: Produce and evaluate screencasts to assist project students with referencing skills. Herescreencastswerepreparedwhichweretailoredspecificallytosignpostexistinglibraryresourcesandgivestudentsinformationthatisparticularlyrelevanttoreferencingconventionsinengineering.Thelanguageandpaceusedwas intendedtobedeliberatelysimpleanddirecttosupportstudentsforwhom English was not their first language. The screencasts were posted on the appropriateBlackboard course site for the MSc project module on 29th June 2015. These screencasts wereevaluatedviaanonlineexpressedpreferencequestionnaireinAugust2015,andtheintentionwastoalsoevaluatethefrequencyandtimeofaccess.

RO4:Disseminate results via theproductionof a simplewebsiteand through internal seminarsatDepartmentandcollegelevel.

3.PROJECTOUTCOMESANDACHIEVEMENTSIntotal,15screencastswerepreparedaspartoftheprojectcomprising:7pre-sessionscreencastsfor a conventional taught module, 6 post-session screencasts and 2 screencasts on referencingtechniques targeted at students undertaking their major research project. The screencast videoswere uploaded to Blackboard and displayed in a preview mode so that they were sequential,adjacenttotherelevantlectureslidesandwouldbeeye-catchingandencouragestudentstoaccessthem.AscreenshotoftheBlackboardmodulesiteinFigure1illustratesthis.

Figure1-ScreenshotofAerospaceMaterialsmodulesiteonBlackboardshowingformatadoptedtomaximisevisibilityofthescreencast,encouragestudentuseandcorrectsequencingofthematerial.

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Thescreencastswerere-usedfortheacademicyearfollowingthecompletionofthedatacollectionand continued to receive positive student feedback. This demonstrates that the resourcesthemselvesarecontinuingtoenhancethestudentexperience.

The screencasts were evaluated via expressed preference (survey collected on 23rdMarch 2015,focus-groupon27thMarch2015)and revealedpreferencedata (Blackboardaccessdataand finalmodulemarksforstudentsevaluatedinJune2015).ThemethodologywassubjecttoDepartmentalethicsreviewandapproval.TherevealedpreferencestudywasnotassuccessfulasintendedduetosubtletiesinthewayBlackboardcollectsusagedata.However,itwaspossibletoconcludethatpre-session screencasts are a particularly promising technique because they encourage activeparticipationandlearninginthesubsequenttaughtsessionwhilststillbeingaresourcesuitableforstudents to review after the session and for revision. The frequency with which students usescreencasts could be improved if email reminders are used when screencasts are released.Numericalworkedsolutionsandexplicitsignpostingtootherlearningresourcescouldbeincludedasfurtherimprovements.

The use of pre-session screencasts is a very natural fit withmoving to a more 'flipped teaching'approach.Many of the benefits of pre-session screencasts identified above are in fact the samebenefitsasthosegenerallyacceptedtoapplytotheflippedclassroom.

The results of this project have already been disseminated via a number of formal and informalseminars and staff workshops within the Department of Engineering and College of Science andEngineering and via a dedicatedwebsite3. In at least one case screencasts have been adopted tosupportonemodulebyanacademiccolleagueintheDepartmentofPhysicsandAstronomy.

4.EVALUATIONUSEOFSCREENCASTSINATRADITIONALTAUGHTMODULE-EXPRESSEDPREFERENCESThe module survey questionnaire results (n=38) were reviewed in context with the focus groupcomments (6 participants) and the key messages and implications for practice are discussedthematicallyinthissection.

DEVICEANDLOCATIONOFACCESSThe device used to access screencasts and the location fromwhich the student reported viewingthem are summarised in Figure 2.Most students stated that they accessed the screencasts on alaptop (75%) or personal computer (54%), the location of accesswas atHome (89%), on Campus(39%)andintheLibrary(21%).Fewstudentsusedtabletsorsmartphonesorwhilst intransit.Thisbehaviouris,however,islikelytobesensitivetorapidchangesintechnologyandisnotreallylikelyto be due to fundamental features of the technique. For example, one focus group participantidentified that compatibility of the Blackboard app with particular smartphone operating systeminfluencedwhentheseresourceswereaccessed.Thepointforpracticehereisthatthemajorityofscreencasts are currently accessedona relatively large screenand there isno indication that thissignificantlylimitstheiruseatpresent.

3https://screencastsinengineering.wordpress.com/

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Figure2 -Deviceand location students reportusing toaccessing screencasts.Note: Studentswerefreetopickmultipleoptionsforbothquestionssopercentagesmaysumto>100%.

PRE-SESSIONVSPOST-SESSIONSCREENCASTUSEThere was no expressed preference for post-session screencasts alone - students expressed thattheyweremore likelytowatchascreencasteitherexclusivelybeforethe lecture(39%),orequallybeforeandafterthelecture(43%).Studentswerelesslikelytowatchscreencastsexclusivelyafteralecture(18%).ThesedataareillustratedinFigure3.

In the focus group, the comments generally indicated that the pre-session screencasts allowedstudents to participatemore actively in the lecture, and then also subsequently used as revisionresources:

"Inthescreencaststheytouchedonyouknow,specificallywhatthe5000-seriesdobetter,youknow,thosekindofthings,sothatwhenhewasaskingsimilarkindsofquestionsinthelectures,Ihadanideaofwhattosay.Idon’tthinkIwould’veknownthatnecessarily ifhe’djustaskedwilly-nilly….. Ithinkit’simportanttonotlosetrackofwhat’sgoingonininanhourlecture.Ithinkithelpstokeepyou focusedbecause if youdon’t understand somethingand then thepace continues, you tend toswitch off and probably not listen to the last 10-15 minutes of the lecture. But the [pre-session]screencastsalmosthelpsyouunderstandsoyouwon’tgetlostaseasily." (Focus-groupparticipant1)

"Andsometimestoreadarounditaswell.Sometimesyouwatchit,thenreadabook,thengobacktoit and see if itmakesmore sense. It’s like a framework for revisional [sic] learning…. No, it’s notpassive,it’sdoingotherstuff." (Focus-groupparticipant5)

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Figure3-Studentsreportsonwhethertheyaccessscreencastspre-orpost-session.

Theconclusionhereisthatapre-sessionscreencastcanserveasbothanintroductionandsummary,and therefore provides benefits in active learning and engagement during the session, helps toscaffoldthematerialandcanalsoserveasa latersourceofreferenceinaformatthatencouragesactivelearning.Thisisanimportantdifferencebetweenascreencastandfulllecturecapture.Thereisthereforeareasonableargumentthatitisamoreefficientuseofacademictimetopreparepre-session,ratherthanpost-sessionscreencastsinmostsituations,andthatthisisgenerallysupportedbycommonlyacceptedpedagogicalmodelssuchasConstructivismandVygotsky'szoneofproximaldevelopment4.

LENGTHOFSCREENCASTSThe focus-group participants expressed a clear consensus that the 10 minute length of thescreencastswasappropriate.Thisconfirmstheviewsofpreviousstudiesandisanimportantpointforpractice.

"itwouldlikecompletelyruinthepointofthemifyoumadethemlonger." (Focus-groupparticipant4)

"IthinkthereasonthatIhavefoundtimetowatchthemisbecausethey’reonlytenminuteslong." (Focus-groupparticipant1)

"Ithink10minutesisaboutaslongaspeoplewanttositdownandwatch." (Focus-groupparticipant5)

NUMBEROFSCREENCASTSWATCHEDThe self-reported number of screencasts watched by the questionnaire respondents is shown inFigure4,separated intohomeand internationalstudents.Frequencyofuseamongst internationalstudentswas relatively uniformlydistributed,whilst home students appearedmore selectivewithfew students reporting watching almost every screencast. Of the students who reported notaccessingscreencastsatall,9/10wereMEngstudentsand7/9ofthesereportedthatthiswasdueto

4Goodhew(2015)providesasummaryoftheseconceptsinthecontextofengineeringeducation.

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lack of time. The nature of theMEng courses is that there is signifciant project work running inparallelwithtaughtmodules.Thisissupportedbythefree-textsurveycommentsandfocus-groups.Thesealsorevealthatinternationalstudentsparticularlyappreciatescreencastsasaresource:

"I honestly haven't had time due tomy 4th year project work. I definitely think they are a greatidea/resource."(Questionnairefree-textcommentfromaUKMEngAerospaceEngineeringstudent)

"The screencast should be used in other modules. It is and has been very helpful to me as aninternationalstudent."(Questionnairefree-textcommentfromanInternationalMScstudent)

Figure4-Studentself-reporteduseofscreencasts(n=27totalresponsestothisquestion)

OVERALLSTUDENTPERCEPTIONSANDSUGGESTEDIMPROVEMENTSOverall, theexpressedpreferenceresponseofstudents to thescreencastswasextremelypositive,93% of respondents reported a better understanding of the course material after watching ascreencast and 87% of respondents said theywould use screencasts if offered in othermodules.Free-text comments and focus-group comments broadly supported these views. This is consistentwith the reports in the literature. It is, however, important to highlight that this is expressedpreferencedata andparticipation in bothquestionnaire and focus-groupwasoptional and so theparticipantswereself-selectingandprobablyhadhighermotivationthansomestudents.

Anumberofsuggestedimprovementsforthescreencastsemergedfromtheexpressedpreferencedata,thesemakevaluablepracticalpointsforimprovingpractice:

�Emailremindersshouldbesenttostudentswhenanewscreencastismadeavailable.

�Screencaststhatworkthroughnumericalexamplescouldbeprepared.

�Screencastsshouldincludelinksorreferencestootherresources,suchastextbooks.

USEOFSCREENCASTSINATRADITIONALTAUGHTMODULE-REVEALEDPREFERENCESIn order to validate the expressed preferences and to assess the educational benefit of thescreencasts, usage data from the Blackboard VLE and final student outcomeswere evaluated. Asdetailed above and illustrated in Figure 1, the screencasts videos were displayed on themoduleBlackboard site in a preview mode to encourage students to engage with the materials.

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Unfortunatelythispresentationmeansthateverytimeastudentsenteredthe'CourseDocuments'page, it was logged as accessing the video. As a result it was not possible to use these data asrevealedpreferences,orcorrelatestudentperformancedirectlywithscreencastusealone.

The data generated effectively counted total number of times the Course Documents page onBlackboardwasaccessed.ThiswasthereforecorrelatedwiththefinalmodulemarkforeachstudenttoassesswhetherfrequencyofaccessoftheVLElearningresourcescouldbelinkedtoperformance.This would at least give some indication of whether the suite of learning resources includingscreencasts had a positive effect on performance. Figure 5 presents these data and shows arelativelyweakcorrelationwithsignifciantscatter.Thisisperhapsunsurprisinggiventhevariationinlearningpreferencesandapproaches.Twointerestingmessagescanbe inferredfromthisanalysis.Firstlythereisagroupofstudentswhocanachieveaboveaverageperformancewithrelativelylittleuseofsupplementarylearningresources-theyhavedevelopedsuccessfulapproachestoachievinggoodassessmentmarksthatdonotrelyonresourceslikescreencasts.Thisresultisconsistentwithprevious findings in the literature (Green et al. 2012), and broadly consistentwith the expressedpreferences.Asecondnotableobservationisthat,ofthestudentswhofailedthemoduleatthefirstattempt,70%hadaccessed theblackboardcoursesite less thanonceper lectureonaverageoverthewholemodule.

Figure 5 - Student performance (normalised to mean of the individual cohort) compared to totalnumberoftimesthelearningresourcesontheBlackboardVLEwereaccessed.

(Note: red points are students who failed the module at first attempt, green are students whopassed.DatasetincludesbothMEngandMSccohortswithadifferentpassmarkandmean).

USEOFSCREENCASTSFORREPORTWRITINGHELP-EXPRESSEDPREFERENCESAn online survey was undertaken to evaluate student perceptions of the two referencing advicescreencastsprovidedtoallMScprojectstudents insummer2015.Theresponseratetothesurveywas very low (n=6). The confidence in the results should be viewed in this context, especially as

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thereislikelytoapositiveresponsebiashere.Nevertheless,ofthe6studentswhoresponded,5hadviewedoneorbothscreencasts.Allofthesefeltthatthecoverageofdifferentreferencingstyles,thelengthofthescreencasts,theexamplesgivenandtheclarityofthespeakerweregoodorexcellent.Theresultsaregenerallyconsistentwiththeliteratureandotherfindingsofthisstudy;studentsself-reportthattheyfindscreencastsbeneficial.

ADDITIONALFEEDBACKAFTERCOMPLETIONOFMAINPROJECTThescreencastswerere-usedfortheacademicyearfollowingthecompletionofthedatacollection,andwerespecificallymentioned in thestudent feedbackonthismodule,whichscoredoneof thehighest student feedback scores in the Department of Engineering. This demonstrates that theresourcesthemselvesarecontinuingtoenhancethestudentexperience.

Following dissemination of the results of this study, screencasts were introduced to support onemodulebyanacademiccolleagueintheDepartmentofPhysicsandAstronomy.Theyhavereceivedverypositivestudentfeedback:

"Imeanttosaytoday,butIpersonallyfoundthescreencastextremelyhelpful.Thepacewasperfectanditwasincrediblyusefultobeabletopausetheexplanationanddoublecheckmyunderstanding.I knowyou said itwas justa trial runbutI think this is abrilliantmethodof tackling someof theharderderivationsandsectionswithlotsofstepsinvolved."(Studentfeedback,Bannister2016[per.com.]).

CONCLUSIONTheoriginalaimtoobtaincomprehensivequantitativeevidenceofeffectivenessofscreencastsinamixedmethodsstudywasnotachieved.However,bycombiningaliteraturereviewwithexpressedand revealed preference data it is possible to conclude that students are very positive aboutscreencasts,butthereispotentialforimprovingthefrequencywithwhichtheseresourcesareusedby students. In many cases students find approaches to achieve well in the module assessmentwithout accessing the full rangeof learning resourcesmade available to them, but in other casesstudentsshowmuchweakerengagementandweakerachievement.Thelatterisaneducationissuethatgoesbeyondscreencasts- forexample it is likelythestudentswhohadnotengagedwiththelearning resources in thepilot studymodulewouldequallyhave failed toengagewith full lecturerecordings. The literature, results and experienced gained here do suggest that particularcharacteristicsofscreencastingasa techniqueshowspotential toaddressthis.Greenetal. (2012)argued that: "Screencasts promote a more active and voluntary form of learning because theypresent the course material in a manageable format; screencasts are brief, easy to use, andoptimal".Theuseofpre-sessionscreencasts,eitherinaconventionalteachingformatoraspartofaflipped teaching approach, does show potential as a way of improving student engagement andencouraging active learning. The pre-session screencasts can then serve a dual function as asummary/revisionaid.

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5.CONTINUATIONOFTHEPROJECTPre-sessionscreencastsandflippedlectureswillberolledouttoothermodulesontheMEng/MScDepartmentofEngineeringin2016/17.TheScreencastsinEngineeringprojectwebsite5willbemaintainedandupdatedasaninformationresource,withaseriesofseminarsandworkshopsplannedtodisseminateprojectresultsduringthenextacademicyear.

ACKNOWLEDGEMENTSThisworkwasfundedbytheUniversityofLeicester'sTeachingEnhancementFundin2015,forwhichthe teamwould like toexpress theirgratitude.The teamwouldalso like to thankall thestudentswhoparticipatedinthequestionnairesandfocusgroup.

REFERENCESBannister,N.P.(2015).Personalcommunication.DepartmentofPhysics&Astronomy,UniversityofLeicester.Carter,P. (2012)AnExperienceReport:OntheUseofMultimediaPre-InstructionandJust-in-TimeTeaching in a CS1 Course SIGCSE ’12 Proceedings of the 43rd ACM technical symposium onComputerScienceEducation,2012Falconer, J. L., DeGrazia, J., Medlin, J. W., and Holmberg, M. P. (2009) Using Screencasts in ChECourses.ChemicalEngineeringEducation,43(4),286-289.Falconer, J. L., Nicodemus, G.D., DeGrazia, J., and Medlin, J.W. (2012) Chemical EngineeringScreencasts.ChemicalEngineeringEducation,46(1),58-62.Goodhew,P.(2015).TeachingEngineering[Interactivee-book]Availablefrom:http://teachingengineering.liv.ac.uk/book/.[Accessed04/09/2016].Green, K. R., Pinder-Grover, T., and Millunchick, J. M. (2012) Impact of Screencast Technology:Connecting the Perception of Usefulness and the Reality of Performance. Journal of EngineeringEducation,101(4),717-737.Loch, B., Jordan, C. R., Lowe, T. W., and Mestel, B. D. (2014) Do screencasts help to reviseprerequisitemathematics? An investigation of student performance and perception. InternationalJournalofMathematicalEducationinScienceandTechnology,45(2),256-268.Morris,C.andChikwa,G. (2014)Screencasts:Howeffectivearetheyandhowdostudentsengagewiththem?ActiveLearninginHigherEducation,15(1),25-37.

5https://screencastsinengineering.wordpress.com/

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Oehrli, J. A., Piacentine, J., Peters, A., and Nanamaker, B. (2011) Do Screencasts Really Work?AssessingStudentLearningthroughInstructionalScreencasts.PaperpresentedattheAssociationofCollegeandResearchLibrariesAnnualConference,Philadelphia.Pinder-Grover,T.,Green,K.R.,andMillunchick,J.M.(2011)Theefficacyofscreencaststoaddressthediverseacademicneedsofstudentsinalargelecturecourse.AdvancesinEngineeringEducation,2(3)1-28.Reilly, P. (2015). Screencasts inMedia Studies. University of Leicester Teaching Enhancement funprojectreport.Weller, M. (2011). The Digital Scholar: How Technology Is Transforming Scholarly Practice.Basingstoke:BloomsburyAcademic.