Abstract
We examined the use of problem solving videos (PSVs) as a substitute for general chemistry exam review sessions. We investigated student perceptions of course aspects regarding usefulness for supporting their learning of chemistry content. We also examined how students used the PSVs to further their learning. Students ranked the PSVs as more useful than other course components such as the textbook and exam review sessions. Weekly lectures, back tests, and online homework assignments were also ranked highly. A majority of our students viewed the PSVs, multiple views were common, and PSVs were mainly viewed for exam preparation. YouTube statistics corroborated this finding in that numbers of PSV views were maximal 4 days prior to and through each exam day. Students found step-by-step explanations and ability to control their own learning to be more helpful features of the PSVs. Shifting content to out-of-class video viewing frees up in-class time for tasks that promote learning at the higher levels of Bloom's taxonomy (e.g., active learning, group work).