New technologies offer tremendous power to assist with design and change in higher education curricula (Henson, 2010, Lai, 2012). Online educational resources have become increasingly common in recent years, as evidenced by their use in distance education and blended learning courses. In particular, one of the latest trends to appear online is the mass creation of online expository videos, including how-to, tutorial, and lecture videos (Carter et al., 2014). As the result, the large number of free educational videos has become available on the internet. However, several previous studies (Majid et al., 2012) together with our observations found that without necessary skills to search, locate, process, evaluate and use information students often experience various information related problems, such as information overload, inability to find the needed information and to extract the important points. Also it has been demonstrated that only a minority of YouTube videos related to the particular topic are useful for teaching due to misleading content and pour quality (Yaylaci et al., 2014, Raikos and Waidyasekara, 2014, Fischer et al., 2013). Students studding engineering generally encouraged taking initiative in problem solving and for students to learn most effectively, they need to feel involved and engaged in the learning process. This is difficult to achieve whilst delivering generic lecture content to large cohorts and during very limited tutorial sessions. With new technologies, however, it has now become possible for educators to self-create high quality online teaching-learning contents (Bae and Lee, 2015).
