Abstract—During the covid-19 pandemic semesters of 2020/21 material science laboratory courses at HTW-Berlin had to be taught fully online to first year students of mechanical engineering and automotive engineering. Specially produced lecture videos are assigned and guide students through the laboratory routine prior to class. Students regard these lecture films as easy to use, supportive to individual study routines and scientifically helpful during self-study periods. They rated tasks and questions aligned with the learning outcome of the lecture videos as highly beneficial and –surprisingly- did not prefer face-to-face time. However, grades are much lower and much more students failed the class. This was directly related to the negative input of solemn studying, lack of human interaction, scientific discussions, lack of the possibility to fail and regain self-attentiveness as well as permanent online time. Otherwise highly supportive teaching material became negligible during the full online-semesters.

Index Terms—Covid-19, pandemic, laboratory, lecture films, inverted classroom, material science.

Anja Pfennig is with HTW Berlin, University of Applied Sciences, Wilhelminenhofstraße 75A, 12459 Berlin, Germany (email: anja.pfennig@htw-berlin.de).

Cite: Anja Pfennig, "The Negligible Impact of Lecture Videos on the Learning Progress in a Laboratory Course during the Covid-19 Pandemic," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 12, no. 3, pp. 79-88, 2022.

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