Online peeragogy: Effects of videos developed by students on peer learning and their impact on academic results

Abstract

This article reports experimental research. Its purpose is to know the impact of educational videos made by students on peer learning. 61 videos were presented, at the end of a physiology and anatomy course, as a deliverable of groups projects. During the next year, the best videos (12) were shared online before class time, to support a flipped classroom and to help students to prepare the examination. The variables selected to assess the impact of this practice on students’ learning and academic results, are the score obtained in the quiz of the video, the grades obtained in the participation at the discussions in the classroom and the results of the last examination. The experimental group (126) was compared to a control group (50).The teachers’ views about the quality of the discussion in-class time, are taken to enrich the results. The study shows that the videos made by students enhance the comprehension of the course and make peers more engaged in the discussion in the classroom, and more confident in the course content, but there is no difference between the two groups in the academic results.