VIDEOS IN INVERTED CLASSROOM SETTINGS – ADVANTAGES OF LIGHTBOARD LECTURES VERSUS LECTURE VIDEOS
DOI:
https://doi.org/10.20319/ictel.2026.1626Keywords:
Lecture Films, Lightboard Lectures, Undergraduate Teaching, Material Science, Mechanical EngineeringAbstract
HTW Berlin has successfully designed and manufactured a Lightboard, enabling lecturers to create engaging and accessible teaching units. A Lightboard, or learning glass, is a high-refractive transparent glass panel surrounded by LED lights, typically made from high-quality Opti-Glass allowing instructors to write with fluorescent markers while being filmed from the front. Lightboard videos, which allow lecturers to face students directly, have proven superior to traditional lecture recordings and animated lecture videos. Advantageous Lightboard videos maintain lecturer-student eye contact, offer clear and manageable content, and are easy to produce with minimal post-production. These videos, typically under 10 minutes, prevent students from feeling overwhelmed, making them an effective alternative to traditional recordings.
References
Al-Jandan, B.A., Farooq, I. and Khan, S.Q. (2015). Students’ perspectives on the relevance of internet-based educational videos in dental education. Journal of Taibah University Medical Sciences, 10(3), 288-292.
Aslanidou, E. (2022). Literatur Review of the innovative learning glass lightboard in hybrid education. European Journal of Alternative Education Studies, 7/2, pp. 65-87.
DOI: 10.46827/ejae.v7i2.4563.
Gomez-Pablos, V.B., Martín del Pozo, M., García-Valc, A., Munoz-Repiso, M. (2017). Project-based learning through the incorporation of digital technologies: An evaluation based on the experience of serving teachers. Computers in Human Behavior, 68, 501-512.
Gulley, O.D., Jackson, A.L. (2016). A case study on using instructor-recorded videos in an upper level economics course. International Review of Economics Education, 23, 28–33.
Gulley, O.D., Jackson, A.L. (2016). A case study on using instructor-recorded videos in an upper level economics course. International Review of Economics Education, 23, 28–33.
Havergal, C. (1015). Videoing lectures ‘has no impact’ on attendance, says study. Retrieved from:
https://www.timeshighereducation.com/news/videoing-lectures-has-no-impact-attendance-says-study.
Kay, R., Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education 59/12, pp. 619–627.
Kim, J., Guo, P. J., Seaton, D. T., Mitros, P., Gajos, K. Z., & Miller, R. C. (2014). Understanding In-video Dropouts and Interaction Peaks in online Lecture Videos. In Proceedings of the First ACM Conference on Learning @ Scale Conference, 31–40, 2014. New York, NY, USA: ACM.
https://doi.org/10.1145/2556325.2566237.
Kon, H., Botelho, M.G., Bridges, S., Chiu Man Leung, K. (2015). The impact of complete denture making instructional videos on self-directed learning of clinical skills. Journal of prosthodontic research, 59/15, 144–151.
Lubrick, M., Zhou, G., Zhang, J. (2019). Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning. EURASIA Journal of Mathematics, Science and Technology Education, 15/8, em1735. https://doi.org/10.29333/ejmste/108437.
McCorkle, S., Whitener, P. (2020). The Lightboard: Expectations and Experiences. International Journal of Designs for Learning 11/1, 75-83.
Pershkin. (2020)
Pfennig, A. (2021). 10 practical leads for effective implementation of lecture videos in an introductory course. Practical marginal conditions to succeed lecturing science supported by lecture videos. Proceedings of 5th International Conference on Education and Multimedia Technology (ICEMT 2021), 246-253. https://dl.acm.org/doi/10.1145/3481056.3481062.
Pfennig, A. (2023). Design and manufacturing of a LIGHTBOARD - Combining the peer-to-peer idea with project based teaching. Proceedings of the 9th HEAd'23, Valencia Spain 2023, 929-936.
DOI: http://dx.doi.org/10.4995/HEAD23.2023.16871.
Pfennig, A. (2023). Getting started – hands-on producing lecture films (WORKSHOP) (Workshop). PROCEEDINGS of the 51st annual conference of the European Society for engineering education - Engineering Education for Sustainability, 3231-3236 https://doi.org/10.21427/1XWQ-X307.
Pfennig, A. (2024). The lightboard – a reknown and accepted media to enhance study progress in first year engineering courses. Proceedings 2024 of the17th ICERI annual International Conference of Education, pp. 1724-1732.
doi: 10.21125/iceri.2024.0509.
Reveloa, D., Flórez Mb, J. (2023). Pedagogical impact during the pandemic of a virtual classroom with lightboard. RevistaEIA, 20/39, Reia3915, 1-14. https://doi.org/10.24050/reia.
Rogers, P.D., Botnaru D.T.: Shedding Light on Student Learning Through the Use of Lightboard Videos. International Journal for the Scholarship of Teaching and Learning 13/3, Article 6.
https://doi.org/10.20429/ijsotl.2019.130306.S
Setren, E., K., Moore, O., Yankovich, M. (2019). Effects of the Flipped Classroom: Evidence from a Randomized Trial, SEII Discussion Paper #2019.07, MIT Department of Economics, National Bureau of Economic Research.
Szpunar, K.K., Jing, H.G., Schacter, D.L. (2014). Overcoming overconfidence in learning from video-recorded lectures:Implications of interpolated testing for online education, Journal of Applied Research in Memory and Cognition 3, 161–164.
Wach, W., Jan, U. (2020). Analysis of video recordings using the lightboard: stabilization of timing, high-speed camera, exposure time. submitted for the 29th Annual Congress of the European Association for Accident Research (EVU), 2020. https://www.researchgate.net/publication/346416636.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright of Published Articles
Author(s) retain the article copyright and publishing rights without any restrictions.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
