Building your course playlist: Utilizing targeted video instruction to enhance mastery

Concurrent Session 4
Blended Equity and Inclusion

Session Materials

Brief Abstract

Building instructional videos that promote self-learning and problem solving skills to retain class time for deeper learning and understanding.


Dr. Sherry Lin is an Instructional Associate Professor in the Department of Health Policy & Management at Texas A&M University. Dr. Lin teaches undergraduate courses in public health, health policy, and data management and assessment. She has developed multiple undergraduate courses and worked with faculty across the school and University on curriculum-related issues. Dr. Lin's research focuses on children with special health care needs and public health teaching pedagogy.

Extended Abstract

To be independent and self-motivated learners, students must be challenged to take responsibility for their own learning. The instructor adopted the concept of “flipping the course” in a Data Management and Assessment course to promote lifelong learning and accountability. In the traditional face-to-face classes, instructors may struggle to cover all the materials and provide relevant examples within the limited classroom time. Using existing videos found online or by making self-created videos, instructors can emphasize the important concepts discussed in class while providing additional examples. This approach allows students to constantly have an easily accessible database of reference material that they can draw on when needed. This is especially important in fields where students will be taking multiple courses over several semesters that build upon each other. This strategy helps self-learning and accountability as well as provides an invaluable tool for students who might identify as ESL or who have difficulty keeping up with a professor’s speech during normal instructional periods. Students who encounter problems outside of class that prevented attendance that would have been largely left behind or lacking in understanding of key concepts can also utilize these videos allowing them to better utilize the instructor’s limited tutorial times. This presentation will discuss lessons learned from flipping the course and tips for designing first time flipped courses to build a catalog of resources while saving limited time. I will also demonstrate interactive videos created for students to promote self-learning and accountability.

At the end of the presentation, participants will be able to identify aspects of the curriculum that could be modified for a flip course. Design resources to promote self-learning.