About this paper

Appears in:
Pages: 254-259
Publication year: 2015
ISBN: 978-84-606-5763-7
ISSN: 2340-1079

Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain

THE USE OF INTRODUCTORY VIDEOS INCREASES STUDENT INTEREST IN LABORATORY CLASSES

S. García-Marco, J. Novillo, A. Obrador, D. González, L. Sánchez

Departamento de Química y Tecnología de los Alimentos. E. U. I. T. Agrícola y E. T. S. I. Agrónomos. Universidad Politécnica de Madrid. 28040 Madrid (SPAIN)
The incorporation of Spain into the European Higher Education Area (EHEA) has required a thorough change in the university education system. For example, teachers have had to strive to develop activities that encourage independent, active and collaborative learning. To adapt to this new concept of teaching, e-learning and b-learning strategies through the use of Information and Communication Technologies (ITC) are some of the most used practices.

The b-learning methodology, which combines face-to-face and distance activities, has been implemented in two subjects (“General and Organic Chemistry” and “Agricultural Chemistry and Analysis") taught in the Agricultural Engineering Degree at the Technical University of Madrid.
Before the implementation of the new degrees, laboratory classes were only performed on-campus because no multimedia material was available. In order to give the students the necessary supporting materials that favor the autonomous acquisition of knowledge and skills as well as increase their motivation and improve their performance, a total of 11 laboratory practical classes have been recorded in 10 minute videos comprising of different sections (basic principles, reagents, materials and equipment, the use of computer applications, etc.).

Teachers have evaluated the effectiveness of this method as a learning tool as well as its acceptance by students. Students, via the Moodle platform for each subject, must watch the video and fill-out a multiple-choice questionnaire before being able to carry out the class in the laboratory. Once in the laboratory, the teacher will assess the students’ performance and the results obtained and then, as a final step, feedback is provided by the students regarding the usefulness of the video and questionnaires.

The students’ results show that the activity allows them to increase their sense of ownership of their learning and their motivation and improve their knowledge of laboratory techniques and theoretical and practical principles. Feedback from the students shows that more than 80% believe that the videos enhance the understanding of each practical lesson; their duration is appropriate and the multiple-choice questions are useful for self-assessment of their learning.
@InProceedings{GARCIAMARCO2015USE,
author = {Garc{\'{i}}a-Marco, S. and Novillo, J. and Obrador, A. and Gonz{\'{a}}lez, D. and S{\'{a}}nchez, L.},
title = {THE USE OF INTRODUCTORY VIDEOS INCREASES STUDENT INTEREST IN LABORATORY CLASSES},
series = {9th International Technology, Education and Development Conference},
booktitle = {INTED2015 Proceedings},
isbn = {978-84-606-5763-7},
issn = {2340-1079},
publisher = {IATED},
location = {Madrid, Spain},
month = {2-4 March, 2015},
year = {2015},
pages = {254-259}}
TY - CONF
AU - S. García-Marco AU - J. Novillo AU - A. Obrador AU - D. González AU - L. Sánchez
TI - THE USE OF INTRODUCTORY VIDEOS INCREASES STUDENT INTEREST IN LABORATORY CLASSES
SN - 978-84-606-5763-7/2340-1079
PY - 2015
Y1 - 2-4 March, 2015
CI - Madrid, Spain
JO - 9th International Technology, Education and Development Conference
JA - INTED2015 Proceedings
SP - 254
EP - 259
ER -
S. García-Marco, J. Novillo, A. Obrador, D. González, L. Sánchez (2015) THE USE OF INTRODUCTORY VIDEOS INCREASES STUDENT INTEREST IN LABORATORY CLASSES, INTED2015 Proceedings, pp. 254-259.
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