Khan Academy Videos: A Valuable Teaching Supplement
Andrew Swedberg
This paper was completed and submitted in partial fulfillment of the Master Teacher Program, a 2-year faculty
professional development program conducted by the Center for Teaching Excellence, United States Military
Academy, West Point, NY, 2012
Introduction
I am an instructor in the Department of Mathematical Sciences at West Point. In the fall of 2011,
I taught MA153 (Advanced Multivariable Calculus), the first math class that plebes in the advanced math
track encounter at West Point. After teaching both MA153 and MA255 (Mathematical Modeling and
Introduction to Differential Equations) over the course of a year, I encountered a challenged that perhaps
many instructors at West Point do: getting cadets to read the textbook, especially prior to a lesson. I
discovered that many cadets were accustomed to a classic lecture and note taking method of learning. As
a result, I felt that their learning was reactive rather than proactive. That is, there was very little time
spent on reading the lesson ahead of time, which is what the Thayer Method requires. I was looking for a
method to get my cadets into the material on their own study time, ideally the night before a lesson in
class. Telling them to read ahead just did not prove effective, as most of their time devoted to my class
was spent catching up on past material. I desired something fresh and relevant to enhance learning in a
quick paced, digital world. I had to capture my cadet’s attention for a moment, and hold it for the
duration of a lesson, while still showing that mathematics can be extremely interesting and important to
solving problems. I noticed that when my cadets had their laptops in class, there was nearly always an
array of programs open, including Facebook, Microsoft Outlook, YouTube, and other social networking
applications. Rather than discourage the use of technology in learning, I was looking for a topic that
would enable learning through these online methods.
I had the idea of using Khan Academy videos in the fall of 2010, when I was teaching MA103
(Mathematical Modeling and Introduction to Calculus). In that course, the course director personally
made videos available on the course website. In these videos, the instructor filmed problems and
solutions using a digital pen system called a LiveScribe. She worked on an example math problem and
posted it to the MA103 website. I thought that the LiveScribe was an excellent idea, as they cadets could
get help online in their rooms at a time of their choosing. However, I thought the problems were perhaps
too localized (they were only for cadets in MA103). If another student elsewhere was searching for help
on a similar problem, there really was no way to search for the videos. Furthermore, I did not want to
create a variety of new videos for each topic in my class. As I was considering how to proceed with
embracing online tutorials as a classroom aid, I happened to read about an organization that holds a
variety of online video Khan Academy from a Wall Street Journal article. Immediately, the idea to use
these videos in teaching came to me. My conjecture is that online-based Khan Academy videos, used as a
supplement to regular textbook study and classroom learning, will aid students in learning.
Background
Khan Academy is an online based nonprofit educational organization founded in 2006 by MIT
graduate Salman Khan [1]. The website www.khanacademy.com is an online database of many short
YouTube videos that teach many different subjects. The videos are made with a tablet, drawing
application SmoothDraw 3, and recorded with screen capture software from Camtasia Studio [1]. The
videos are absolutely free for anyone with an internet connection and an interest in learning. The nonprofit company has the goal of “changing education for the better by providing a free world-class
education to anyone, anywhere.” Mr. Khan is the sole teacher in every video. One hears his voice, but
not his face. Rather, writing on the screen appears as if it were a blackboard [2]. There are over 2800
videos that cover topics including biology, chemistry, physics, history, mathematics, and other related
fields of study. The videos are usually short (most are around ten minutes), and can cover both theory
and distinct problems. When asked why the videos are so appealing to many people, Mr. Khan stated that
he is “95 percent of the time working through that problem real time. And to see that it is actually
sometimes a messy process. That, you know, it isn't always this clean process where you just know the
answer. I think that's what people like, the kind of humanity there [2].”
Since beginning the Khan Academy in 2006, Salman Khan has been recognized by various
awards and speaking engagements. Khan Academy has been praised by Bill Gates as an “unbelievable”
accomplishment [3]. Khan's tutorials are watched an average of 70,000 times a day, which is double the
student body at both Harvard and Stanford combined [3]. The wonder of the Khan Academy concept can
be summarized by an article in CNN’s Money magazine: “Khan Academy holds the promise of a virtual
school: an educational transformation that de-emphasizes classrooms, campus and administrative
infrastructure, and even brand-name instructors [3].” Since I was teaching advanced multivariable
calculus, I restricted my search for only for videos in that field. Khan Academy has many other features
on the website, such as earning virtual merit badges by solving problems, but I was only interested in the
videos for the various calculus lessons.
Method
In order to capture the relevance and utility of using Khan Academy, I developed two anonymous
questionnaires. I handed out the first questionnaire before I began the classroom research, and the second
questionnaire at the end of the semester. During the semester that I conducted this experiment, I had three
sections of 17 cadets, for a total of 51. I felt that this sample size was large enough to make some
generalizations about the utility of online based videos in the classroom. In the first questionnaire (found
in Appendix 1), I asked my cadets six questions that gave me a picture of how they perceive learning
enhanced through online content. For the first twenty lessons in MA153, I did not use any online video
support. I considered this half of the semester to be a control group, as the learning was strictly from a
textbook (Stewart’s Calculus and Early Transcendentals, 7th Ed). After twenty lessons (the semester
halfway point), I used Khan Academy videos as a supplement to learning with the textbook. I considered
the second half of the semester to be the experimental portion of this research.
Most days during the second half of the semester, I searched for Khan Academy videos that
supported the material for the next day. Not every lesson had a video that supported our objectives, but
most did. Some days there were a few videos for the cadets to watch. Ideally, a cadet would watch the
videos on his/her laptop during West Point’s Evening Study Period (ESP). I believe that the most
effective way to learn the material is to take notes and Mr. Khan is explaining the problem. Every
afternoon, I sent an email to my cadets with the link to the YouTube video that I wanted them to watch.
Watching the videos did not earn the cadets any extra points in the course. I felt that watching the video
could only help learning.
During the last day of the semester, I gave my cadets a second anonymous questionnaire (found
in Appendix 2). In this questionnaire, I asked seven questions that gave me some insight on the utility of
online videos as a supplement to learning. I asked for candid feedback about using Khan Academy
videos as a supplement to learning multivariable calculus.
Results (part 1)
Each question from the first questionnaire is listed below. The summary of responses with
percentage of the number of cadets who held the same belief is also below.
1. Do you prefer to see an example of a math problem before trying one on your own, or do you like
to try it yourself first, then see a solution?
Prefer to see an example first
Prefer to try a problem first
85%
15%
2. Do you regularly use the internet to search for answers to academic questions?
Yes
No
42.6%
57.4%
3. Do you prefer a textbook or a screen to see information (compare a paper textbook with a
computer screen, iPad, etc.)
Textbook
Screen
87.5%
12.5%
4. If there was a YouTube video that explained a multivariable calculus problem and solution,
would you watch the video in order to more fully understand the process?
Yes
No
93.9%
6.1%
5. What advantages, if any, does a textbook lesson and instructor led example have over an online
YouTube problem?
I can ask an instructor questions, and can have a discussion or get feedback.
A textbook and instructor are better resources, and are more flexible.
YouTube is more distracting than a textbook.
A textbook and instructor are more reliable sources.
An instructor can work at different speeds, depending on a student’s needs.
An internet connection is not needed.
87.4%
4.2%
2.1%
2.1%
2.1%
2.1%
6. What advantages, if any, does an online YouTube problem have over a textbook lesson and
instructor led examples?
One can pause or watch a YouTube video as many times as he/she likes.
YouTube videos are more accessible than an instructor.
YouTube videos have better 3D visualization examples.
YouTube videos are more direct and concise than a book.
YouTube videos are more engaging and entertaining than an instructor.
One can understand a YouTube video even if he/she misses class.
There are better teachers on YouTube.
There are no significant advantages.
46.8%
24.8%
8.1%
6.1%
6.1%
4.1%
2.0%
2.0%
There are some general trends gathered from the responses from the first questionnaire. My
cadets overwhelmingly like to see an example problem before working one themselves, and they
preferred working from a book. However, if there was a chance to watch a video on a math topic, most of
them (nearly 94%) would do so. From the fifth question, I notice that they prefer interactive classroom
learning, as they can get feedback on their learning. However, as question six indicates, they like the
accessibility of YouTube videos. A few of the responses did surprise or entertain me:
“You cannot ask YouTube a question.”
“You can tell which steps the instructor thinks are important, so you know to include them on a test.”
“YouTube videos are far more accessible than instructors.”
“YouTube offers a different approach to learning, which could be more engaging for our “Internet based”
generation.
“Usually teachers on YouTube are the best of the best, so they know a bunch of tricks to understand the
material.”
“A YouTube video can basically redo a class lesson without the teacher.”
“The student feels the human connection lacking from a textbook reading, but also doesn’t feel selfconscious about needing more time as they might be in the classroom.”
As the semester continued, I reminded my cadets that I wanted them to watch the videos that I
sent to them. I feel that I was very transparent in this project—I fully explained the purpose of the Master
Teacher Program, and how I was looking for quantifiable data. I never tested my cadets on something
that was in the videos, but I did at times refer to their content when talking in class the next day. For
those that watched the videos, there was probably some benefit to hearing the link between the videos and
the lesson. For those that did not watch the videos, I believe the reference did not register, and the point
was lost.
My perception going into this study was that my cadets would be overwhelmingly in favor of
having a collection of Khan Academy videos that support our lessons. They seemed eager to view short
YouTube videos that discussed the material that we studied in class. Most cadets (85%) indicated their
desire to see an example before solving a problem themselves. Although most preferred a textbook to a
screen, nearly everyone (nearly 94%) indicated that they would watch a video on a multivariable calculus
problem. A majority (87.4%) stated that they prefer an instructor, as one can ask questions and clarify
problems, but many (46.8%) acknowledged that a video does have benefits, including watching a video as
many times as one desires, pausing/rewinding, and watching the video in the comfort of their room.
I anticipated results in favor of using Khan Academy videos as a supplement to reading the book.
Results (part 2)
During the last day of the class, I asked my cadets to fill out another anonymous questionnaire
(found Appendix 2), and to give me feedback on their perceptions of Khan Academy. Some general
trends emerged from the data.
1. This class was intentionally designed to use the Khan Academy and related videos in only the
second half of the semester. Aside from the complexity of the material, which half of the
semester did you prefer? Why?
Prefer first half
Prefer second half
7.5%
92.5%
By far, cadets preferred the second half of the semester—the semester with the Khan Academy
videos. Those that preferred the first half indicated that they personally spent more time studying the
material, and mentioned the “easier” material leading to their liking it better. However, for the majority
of my cadets, they preferred the second half of the semester, as they used the videos for learning. One
cadet stated that the “Khan videos introduced a topic prior to class, so I knew what I needed help on.”
Another stated “I wish I watched the videos more often.” From this tremendous positive response, I see
the Khan Academy videos being an asset that may make learning more enjoyable.
2. When I sent out a video, what percentage of the time did you watch the video?
Rarely (0 to 25%)
Sometimes (25 to 50%)
Most of the time (50 to 75%)
Most always (75 to 100%)
29.4%
27.5%
25.5%
17.6%
I believe that some cadets never watched the videos. That is perhaps the nature of some students.
However, I was encouraged to see that about 43% of my cadets watched the videos “most of the time” or
“most always.” One reason that someone did not watch a video is that the book or classroom learning
was sufficient. Other reasons may be lack of desire or being too busy or distracted.
3. If you watched the videos, how well do you feel that they helped in your understanding of the
material?
Did not help
2%
Helped a little
Helped some
Really aided in my learning
18%
40%
40%
I am encouraged to see that 80% of my cadets felt that the Khan videos “helped some” or “really
aided” in their learning. Indeed, that is the purpose of the videos.
4. If you watched the videos, did you change the amount of time you studied from the book?
I studied from the book less
Did not affect book study
I studied from the book more
42.9%
51%
6.1%
From the results of this question, I perceive the Khan Academy enabled students to understand
the material through an audio-visual medium, rather than a book. A few studied more after watching the
videos. As an instructor, this is really the response that pleases me. However, I understand that many
cadets may be looking for the most efficient (quickest) way to learn the material, solve the problems, and
move on. The tangible ten minute YouTube videos allow them to do that.
5. As a result of viewing a video, did you search for and watch other videos for MA153 material?
Yes
No
44%
56%
6. As a result of viewing a video, did you search for and watch other videos for any other class?
Yes
No
20%
80%
From these results, I see that most of my cadets viewed this as a static learning method for my
class rather than an introduction to leveraging online videos to aid in their studies. However, a
considerable number of my cadets expanded their online Khan Academy search by viewing other
multivariable calculus videos (44%) and videos for other classes (20%). A few comments are worth
reporting. One cadet, after watching a MA153 video, began searching for related videos that I did not
assign to watch. He was able to deepen his learning by reviewing past lessons. Another cadet began
watching podcasts from Massachusetts Institute of Technology (MIT). Four cadets reported that they
began watching Khan videos for their chemistry class, and two watched videos for history. I see this
evidence as a fulfillment of a goal of education: enabling students to learn on their own.
Analysis
Rather than looking only at the raw data and drawing generalizations about the utility of Khan
Academy’s videos, one may consider how the videos helped a student in relation to their time spent
watching the videos. The chart below maps the results of question two with those of question three, and
records the frequency of each scenario. From this, one can gain some insight in how the videos can help
students learn.
Chart 1: Frequency of how often a cadet watched an assigned Khan Academy video, and the extent that it
helped in understanding the material
This chart highlights some insightful trends in Khan Academy videos used in a course. For those
that rarely watched the assigned videos, I believe they still gained some help from them. For those that
put some effort into this experiment (I will call this group the three categories other than “rarely”), no one
indicated that the Khan videos did not help them. Everyone indicated that they helped at least “a little.”
Moreover, the majority of those cadets (67.1% of the entire population) indicated that the videos “helped
some” or “really aided my learning,” two of the highest tiers in the learning extent column. Cadets that
stated that they watched the videos “most of the time” indicated that there was an even split between
videos either “helped some” or “really aided my learning.” Lastly, of the cadets who watched the videos
75% to 100% of the time that I sent out a video link, 62.5% of them indicated that the videos “really
aided” their understanding of the material.
From this data, one can surmise that the more effort one puts in to watching a Khan Academy
video, the learning outcome rise accordingly. This is not a surprise to me, as this is perhaps the nature of
learning anything—the more effort one puts into learning a subject, the more he/she will learn. However,
it does seem to qualify my conjecture that Khan Academy videos used as a course supplement will only
serve to improve learning.
The last question on the second questionnaire gave my cadets a chance to leave me with tangible
feedback for this project. Many of them chose to describe their experiences using Khan Academy as an
aid to learning. Below are some of the responses (emphasis mine).
“The videos provided clear examples of how to solve problems and was helpful when needed.”
“The videos were good, but could eat up a lot of time.”
“Maybe we could watch some of the videos in class?” (I disagree with this; I would rather have cadets
work on the boards, or I could through a problem personally for them).
“The examples weren’t too complicated, which made it easier for me to understand.”
“Having the videos available was certainly more helpful that not having any videos.”
“The ability to replay, skip ahead, and watch problems being explained makes it much easier to
understand concepts than with only the textbook.”
“The videos showed math in a different light that helped understanding.”
“I wish that sometimes the videos would go over some tougher problems.”
“When I followed along with the video, and wrote down what [the instructor] did, I got more out of it.
They can be very helpful or a waste of time depending on how the student approaches them.”
“The videos were helpful; however, it was not something that can replace the book.”
The videos “drastically simplified the material.”
“I enjoyed the accessibility of the videos. I fast-forwarded the videos to see if they would be useful to
even watch.”
“I don’t think I really would have liked learning from a video instead of a teacher.”
“By assigning the Khan Academy video as homework, the teacher has more time in class for one-on-one
teaching.”
“The videos were very helpful in clearing up any questions and seeing the proper way to approach certain
problems.”
“The videos explained methods without having to struggle through reading the theorems and other parts
of the book.”
The videos were “much more helpful than any book example. Moving figures and real time narration are
extremely helpful for understanding the concepts.”
“I wish other teachers would send links to similar videos.”
The videos “provided a different style of presentation for information that I failed to understand by simply
reading.”
Using videos to study “requires extra time.”
“The videos are really helpful, especially because we all have our computers up (open and online).”
“The videos helped reinforce the material.”
“The videos can’t answer specific questions that arise while working through problems.”
The videos “present the material without the mathematical jargon in the book.”
“I felt like watching the videos was a much more effective use of media in learning that the book.”
“I am a visual learner and recommend that other visual learners watch [the videos].
“Integrating videos with conventional instruction provided many opportunities to clear up confusion.”
It is “impossible to make someone watch the videos.” The video “can only be as useful as the student
desires.”
“I [always understood] the essential ideas behind the lessons after using the Khan Academy videos.”
Summary
After completing this study and analyzing my cadets’ responses, I believe that online-based Khan
Academy videos, used as a supplement to regular textbook study and classroom learning, aid students in
learning. However, as a few cadets discussed, the videos are only as helpful as the student wants them to
be. They are a resource to improve understanding of a subject. As an instructor, I encounter many types
of students. Some cadets really enjoyed the videos, as perhaps they met the student in an online
environment that was he/she was already attuned to. Some cadets did not watch them very often—either
because a cadet already understood the material, or there was a lack of desire to master it. Naturally,
everyone will have their threshold of how engaged to be in a method of study. As Chart 1 indicates,
regardless of the relative percentage of a time that a cadet watched a Khan Academy video, they indicate
that heir learning increased because of the video. The 2% cadets who indicated that the videos “did not
help” came from the population that watched the videos “0 to 25%” of the time.
To improve this study, one may consider making the videos mandatory. To do this, an instructor
would hold a quiz or homework problem in conjunction with watching a video. However, I would not
recommend establishing a course based on Khan Academy video content. Rather, I recommend taking
time to discover the many videos available as a teaching resource. Not every topic will be covered, but
there may be plenty of classes that can be improved through Khan Academy support. I recommend
keeping a conventional, classic textbook from which to plan lessons from, but be aware of the treasure
trove of supplemental online videos available through Mr. Salman Khan. As verified by my classroom
experiment, online Khan Academy videos proved relevant, simple, and consistently helpful to my cadets.
REFERENCES
[1]
Wikipedia. (2012, Mar 2). [Online]. Available: http://en.wikipedia.org/wiki/Khan_Academy
[Accessed 22 Mar 2012]
[2]
G. Sanjay, D. Cetta, M. Danowski (2011). Khan Academy: The future of education? [Online].
Available: http://www.cbsnews.com/8301-18560_162-57394905/khan-academy-the-future-ofeducation/ [Accessed 22 Mar 2012]
[3]
D. Kaplan, (2010). Bill Gates' favorite teacher. [Online]. Available:
http://money.cnn.com/2010/08/23/technology/sal_khan_academy.fortune/index.htm [Accessed 23
Mar 2012]