Abstract:

The use of video lectures and video instructions at University have been growing over the last two decades, being one the main resources used both inside and outside classrooms. Among the different types of videos available, those focused on Analytical Chemistry topics are mainly related with experimental and/or instrumental practices. In this context, both demonstrative videos (in which all the experimental steps that the student will do in the lab are recorded) as well as video tutorials for independent instrumentation and software handling are the most relevant in analytical chemistry field. In addition to these, other interesting approach to be considered is the use of students’ self-recorded videos, where they become the main protagonists of their own learning during video recording. Therefore, the objective of this work was to evaluate the effectiveness of these types of videos (demonstrative, video tutorials and student-generated videos) as a self-learning supplementary tool. For this purpose, these videos categories were tested in different Analytical Chemistry subjects at the University of Valencia (Spain) along different academic courses. At the end of each subject, students were asked to complete a satisfaction survey using Socrative tool. In all cases, most of the students reported that the implantation of videos as a supplementary material helped them to feel better prepared to conduct the experiment and to manage instruments in standalone mode, being also a useful tool for auto-diagnosis and self-learning.

Keywords:

Instructional videos self-learning tool, demonstrative videos, video tutorials, instrumentation and software handling, satisfaction survey.