Abstract:

Nowadays, it is well stablished the effectiveness of flip teaching in different areas. The results indicate that the learning gain is higher in STEM disciplines (Science, Technology, Engineering and Mathematics) than no STEM. Some works have shown its effectiveness in physics and in physics laboratory sessions. Among the advantages, students prepare the laboratory session at home (objectives, background knowledge and experimental procedure) and thus the whole lab session can be devoted to the experimental work and student-centred active learning. It changes the instructor roll; he/she observes, supervises, criticises, guides and discusses the students work instead of just transmit detailed instructions. Video is widely used as a pre-class learning material and it is progressively replacing text document materials.

The students, 70 in total, are enrolled in the laboratory practice of the subject of Physics (Bachelor’s Degree: Industrial Electronics and Automation Engineering) at the Universitat Politècnica de València. Student’s perception data were collected from the results of a survey. Students were asked about their opinion of the pre-class materials, about the usefulness of the videos and the in-class work, paying special attention to the roll of the instructor in relation to the flip teaching methodology and the pre-class material. The students were divided into two groups. In one of them, the videos were recorded by the same instructor present at the lab session, whereas the other group, the videos used were recorded by instructors different from the instructor present at the lab.

In the present work, we compare the use of videos with text documents that are used, at home, to prepare the lab session and analyse the influence of the presence of the instructor. In addition, we also analyse whether the valuation of the videos depends on the presence of the same instructor in the videos and in the lab session (class).

Research questions are as follow:
1) Do students prefer videos to text documents as pre-class material?
2) Has some influence the coincidence between the instructor in the video and in class?

Keywords:

Flip teaching, video, ICT.