Abstract:

The use of instructional videos in flipped teaching methodology has been extended to experimental subjects since these videos can provide information about sample preparation as well as basic operations in the laboratory. These instructional videos are usually recorded by teachers; however, students not only serve as an audience for this multimedia content: they can also be able of producing them. In this sense, the creation of own self-recorded videos can enhance students’ learning process since they could be used as attractive supplementary materials to the traditional instructional videos, improving self-learning and teaching process. Moreover, when this type of activity is proposed to first-year undergraduate students, it could also serve as a tool for auto-diagnosis and self-evaluation of their own laboratory skills, since these videos could allow them to evaluate their own experimental work from a real and critical position. In this study, students from first-year of Chemistry Degree at the University of Valencia (Spain) were selected to record different experiments from laboratory sessions of the “Chemistry Laboratory I” subject. For this purpose, students were organized in pairs, and three different laboratory experiments were recorded from two different perspectives: traditional or third person-view (TPV) or first person or point-of-view (POV). Once recorded, students edited the video, and share it with the teacher and the rest of students of the lab group. After that, they were asked to evaluate their own video and also the videos recorded by the other students in order to identify execution errors committed during the performance of the experiment. Finally, a postlab satisfaction survey, which addressed general aspects of this learning activity, was passed to the students to evaluate the effectiveness of the video regarding lab preparation and how satisfied they are about the use of this type of video as an auto-diagnosis 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, auto-diagnosis, self-evaluation, postlab satisfaction survey.