Flip: video as a tool for active learning

Teaching is facing a paradoxical situation: a wealth of technological resources is available, but students continue to assume their role passively. This study aims to implement the use of video through the Flip platform as a means to foster active learning among university students. The re-search was conducted within the framework of the action research paradigm, following the DEPEER model: Diagnosis, Evaluation of strategies or tools, Planning, Execution, Evaluation of results, and Restructuring. A total of 130 students participated, corresponding to the full enrollment of four undergraduate and postgraduate groups across four academic terms (2022-2024). The instruments employed included an analytically validated evaluation rubric and a digital questionnaire designed to examine participants’ experiences with the platform. All students involved actively, with more than 5,000 video views, 311 peer comments, and approximately 244 hours of student engagement on Flip. Findings indicate that most students felt comfortable using the platform and expressed a clear preference for video-based presentations over traditional live oral formats. The study concludes that Flip not only facilitates active student engagement and autonomous learning, but also pro-motes peer-to-peer interaction and meaningful participation in academic tasks.

Keywords:
Flip; educational technology; media production; active learning; higher education