Abstract:

The use of videos explaining theoretical concepts in flipped teaching methodology has been extended to chemistry related subjects since these videos can be an enhanced alternative to promote the self-learning of high educational level students. In this sense, it is common to use multimedia material, developed by professors, to increase the attention of students in theoretical classes. However, in these cases, the students only serve as an audience for this multimedia content and their attention depends on the quality of the material. Therefore, an interesting choice is to encourage students to create their own self-recorded videos explaining theoretical concepts, enhancing students’ learning process. These videos could be used as attractive supplementary materials to the traditional videos, improving self-learning and teaching process. Moreover, when this type of activity is proposed to chemistry-related students, the previous preparation needed will serve as a tool to increase their knowledge on the subject and improving the self-learning process. In addition, after recording, the viewing of the videos will serve as auto-diagnosis and self-evaluation of their known about the topic since these videos could allow them to evaluate their own knowledge from a real and critical position.

In this work, students of the subjects of “Chemical Industrial Analysis”, “Analysis and Control of Pharmaceutical and Cosmetic Products”, and “Chemical Analysis” taught in “Chemistry”, “Pharmacy” and “Human Nutrition and Dietetics” Degrees, respectively, at the University of Valencia (Spain) prepared videos explaining different theoretical topics related to these subjects. For this purpose, students were organized in groups, and different topics were proposed by the professor. Once recorded, students edited the video, and share it with the professor and the rest of students of the theoretical subject for their viewing. After that, they were asked to evaluate their own video and also the videos recorded by the other students. Finally, a satisfaction survey (about general aspects of this learning activity) was filled by students in order to evaluate the effectiveness of their own-video-recording concerning to preparation of the subject selected topics, and the satisfaction degree as self-learning tool. The results showed that most of the students were satisfied with the proposed activity, since they found it as a positive learning experience that help them to develop a critical thinking.

Keywords:

Student-generated videos, self-learning, theoretical concepts, self-evaluation, satisfaction survey.