BACKGROUND AND CONTEXT
The hybrid course format has gained popularity in the engineering education community over the past few years. Although studies have examined student outcomes and attitudes toward hybrid courses, a limited number of studies have examined how students interact with online videos in hybrid courses. This study examined the video-viewing behaviors of students and their reasons for deciding to watch or not watch videos in a hybrid sophomore-level Mechanics of Materials course. The findings show that when students played the videos, they watched most of the content; for videos 1 to 22 minutes long, the number of times played and the percentage of videos completed did not vary; the number of times played depended on the difficulty of a video’s topic; and the number of times played increased during exam periods. Students’ reasons for watching or not watching videos were identified. The findings have implications for the development of online videos for hybrid courses and improving engineering student utilization of videos.