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Background: Active learning strategies and the use of technology in classes have been widely indicated to enhance learning. Although much has been discussed on these topics, few studies have addressed them with adequate experimental designs. Therefore, this study investigated the effect of a strategy coupling active learning methodology and technology –video lectures production by students – on the students’ learning in comparison with traditional approaches. Methods: To investigate the impact of video production on students’ learning, approximately half of one class of undergraduate students in a Pharmacy program attended traditional classes on one of its modules, while the other half was instructed to elaborate video lectures about the same content. We recorded their scores in two exams on the topic covered by the video lectures, one prior to intervention and the second after the intervention. We also recorded their score in a final exam at the end of the course, which covered all modules in the course, and applied a questionnaire to assess students’ perceptions about the applied methodology. Results: The average score of the students in the video group became 46% higher than the control group’s score. The score on the final exam at the end of the course showed no difference between groups. Most of the students reported that the video lectures they produced in class improved their academic performance. Conclusions: The video lecture production activity, a teaching instrument that relies on active learning and technology, was able to improve learning indicators of a group of randomly selected students in comparison with a control group of students who attended traditional expository classes given by an instructor.

A controlled study on an instrument that couples active learning with technology: student video creation