Abstract
On-demand video has become a seamless part of the fabric of information consumption. Initially inspired by the popularity of video guides for practical skills such as cooking and DIY, instructional videos were developed for equipment used in the first-year chemical engineering undergraduate teaching laboratory at Imperial College London. During 2016/2017, the effect of the videos on the students’ learning was measured using video viewership metrics, a survey, focus groups with students and Graduate Teaching Assistants (GTAs) and rounded off through interviews with the module teaching team. Student reactions were overall positive, with >90% of students stating they found the videos useful. The outcome of our study indicated that because of access to the videos before, during, and after lab sessions, students were more confident in their own ability, spent more time engaging with theory, applied practical lab skills in a more targeted way, and produced better outputs. Rather than being just a video version of the experiment handout, the video influenced the behavior of both learners and teachers, freeing up time to engage in deeper exploration of topics. The results of the study suggest that the use of video-led instruction in undergraduate laboratory teaching improves student experience, saves GTA time, and decidedly shifts the teaching focus from demonstration to exploration.
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