Abstract:

Several sets of research findings have shown that proper use of instructional videos in higher education can actively involve students and lead them to deep learning. One of the advantages is that videos can be viewed anytime and anywhere, so they can be used for different approaches and learning strategies. They can also be integrated with other materials composing multimedia resources which can be easily incorporated into virtual learning environments.

In the framework of this paper, which is Thermal Engineering and more specifically the subject of Thermodynamics, the use of ICT and multimedia resources is essential to help overcome the students' usual difficulties with this subject. Thermodynamics is a core subject of different engineering degrees that includes several abstract concepts and is perceived by many students as a complex and uninteresting subject.

In order to tackle these difficulties and to improve the learning of this subject, this project continues the work carried out in previous courses by a group of professors of the Department of Mechanical Engineering of the University of Zaragoza (Spain) in which a collection of videos has been progressively developed for its use as complementary support material in the teaching of several subjects in the field of Thermal Engineering.

Since the majority of the instructional videos prepared to date can be classified as a single typology in which the professor explains the topics with the help of practical examples, this new project aims to collect and use teaching videos developed in other universities, as well as developing new different types of instructional videos (such as concept maps, motivational videos, videos about experiments, videos of equipment and facilities, videos of exercises and practical cases, etc.) that allow new approaches to different topics, so that a greater number of learning outcomes can be covered.

The results of this teaching innovation experience have been assessed through questionnaires aimed at obtaining feedback from students. The results obtained to date show a high level of students’ satisfaction with the instructional videos provided, positively evaluating their usefulness and interest for improving learning of Thermodynamics.

Keywords:

Teaching innovation, instructional videos, students’ feedback, questionnaires.