Abstract:

The education is currently entering the era of the media world. Video learning is a media that combines audio and visual messages, language, procedures to help understanding of a learning material [1].

Students have a video of each laboratory session (before its realization). In the videos, not only are the objectives of the practice explained and how is it done experimentally, but also the analysis of the results through real experimental data obtained in the laboratory. Recent studies show that students are more receptive to this type of learning material if the person explaining the practice is another student. Therefore, in the recordings, the voice (and occasionally the face) is that of a student. Obviously, the video is designed with the supervision of the teachers involved in the educational project. This project is being applied since 2016 in Engineering studies of the University of Girona. The results show an increase in the degree of previous preparation of the laboratory practices.

Usually, media learning involves the reduction of the lecture methods [2]. However, in our case, this method has not replaced the traditional method of having a written practical guide for reading. These guides continue to exist as a complementary material.

On the other hand, youtube videos are selected to specify certain contents and applications of Physics in the classroom or as flipped learning. In the first case, the objective is to complement the teacher's explanations. In the field of Physics, reproducing some experimental assemblies in the classroom presents great complexity or are costly. In the second option, the videos are complemented with questions to prepare classroom sessions.

References:
[1] C. Riyana. Pedoman Pengembangan Media Video. Jakarta: P3AI UPI, 2017.
[2] S-K. Fahrurozi, D. Maryono, C. Budiyanto. Indonesian Journal of Informatics Education. Doi://dx.doi.org/10.20961/iie.v12.12446.

Keywords:

Videos, Physics, laboratory.