2023 ASEE Annual Conference & Exposition

The engineering school in our institution has several undergraduate programs in different modalities. One of them is an online program for working students. For those particular students, it is necessary to find an effective and efficient way to incorporate the theoretical content of each week. The educational strategy should permit students to take advantage of the content according to their possibilities and thus arrive prepared for active learning activities in the digital classroom. The present study measures the perception of a group of students regarding the effectiveness of inverted classroom videos designed to introduce conceptual content of electricity and magnetism. Inverted class videos were made available with restricted access to an electricity and magnetism course of an evening undergraduate program for adult students at a private Chilean university. Individual tracking was done using the LMS of the number of videos and the time the students took to watch them. Subsequently, students answered a survey with perception questions regarding using these videos as an inverted classroom strategy and its comparison with only having readings before each class. A cross-variable analysis was done to accurately establish the students' perception of using pre-class videos. The analysis of the results will give us information about the relevance and effectiveness of the material generated and the feasibility of using flipped classroom videos in this context. The results will prove that using flipped classroom videos is a viable alternative for delivering physics content in an e-learning context with adult learners.