• Anja Pfennig University of Applied Sciences HTW-Berlin, 12459 Berlin, Wilhelminenhofstraße 75A, Germany
  • Jörg Maier-Rothe University of Applied Sciences HTW-Berlin, 12459 Berlin, Wilhelminenhofstraße 75A, Germany




Lecture Video, Video, Film, Peer to Peer, Material Science, Inverted Classroom


Recently films have been implemented in higher education as additional audio and visual stimulus. Students like to work with lecture films which cover different learning methodologies. If videos are analogous to the desired learning outcomes of the lecture they are considered a reinforcement, rather than a replacement for lectures. However, filming a lecture and providing this as a video lecture is not meant by a lecture video that covers science on short sequences. To interest students` and become a seriously accepted learning material lecture films need to be of a certain standard. Videos on material science are successfully embedded in “inverted classroom” teaching scenarios for mechanical and automotive engineering students at HTW Berlin in their first year. Initially encouraged by students a set of lecture videos is produced during a one term semester project each semester by 3rd year students (peer-to-peer approach). The “making-of” is attended carefully by lecturers and film experts. But, the peer-to-peer approach is very important only then students` needs, learning approach and individual perspective on teaching material is first hand included in the videos. Because we find lecturers very interested in our approach and at the same time certain aspects have to be taken into account to successfully prepare peer-to-peer lecture films we practically contribute to the most important aspects to start and succeed in the “making-of” of lecture videos.


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. https://doi.org/10.1016/j.jtumed.2015.05.001

Ashby, M., Shercliff, H., Cebon, D. (2013). Materials Engineering, Science, Processing and Design. ISBN-13: 978-0080994345 (3rd edition)

Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture, The Chronicle of Higher Education

Colorado State Universitiy (2015). Using Peer Teaching in the Classroom. Retrieved from: http://teaching.colostate.edu/tips/tip.cfm?tipid=180

Crooka,C., Schofield, L. (2017). The video lecture. The Internet and Higher Education, 34, 56–64 https://doi.org/10.1016/j.iheduc.2017.05.003

Goto K, & Schneider, J. (2010). Learning through teaching: Challenges and opportunities in facilitating student learning in food science and nutrition by using the interteaching approach. Journal of Food Science Education, 9 (1), 31-35. https://doi.org/10.1111/j.1541-4329.2009.00087.x

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 https://doi.org/10.1016/j.iree.2016.06.004

Havergal C. (2015). 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, 619–627 https://doi.org/10.1016/j.compedu.2012.03.007

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, 144–151 https://doi.org/10.1016/j.jpor.2015.01.004

Lord, T. (2012). 101 reasons for using cooperative learning in biology teaching. The American Biology Teacher, 63 (1), 30-38. https://doi.org/10.2307/4451027

OLP Online Lehre Plus / external fund: Berliner Qualitätsoffensive für die Lehre/ (2016). Retrieved from: https://www.berlin.de/sen/wissenschaft/wissenschaftspolitik/finanzierung/vereinbarung_berliner_qualitaetsoffensive_fur_die_lehre_2012_bis_2016.pdf

Pfennig, A. (2016). Inverting the Classroom in an Introductory Material Science Course. Procedia - Social and Behavioral Sciences, 228, 32-38 https://doi.org/10.1016/j.sbspro.2016.07.005

Pfennig, A. (2017). Catching Students in an Inverted Classroom Environment. International Journal of e-Education, e-Business, e-Management and e-Learning (IJEEEE), 7 (2) 85-90 https://doi.org/10.17706/ijeeee.2017.7.2.85-90

Pfennig, A. (2017). Flipping the classroom and turning the grades – a solution to teach unbeloved phase diagrams to engineering students. 3rd International Conference on Higher Education Advances, HEAd´17, 23-25 June 2017, València, Spain, https://doi.org/10.4995/HEAD17.2017.6713

Pfennig, A. (2017). Improvement of learning outcome in material science through inverted class-room techniques and alternative course assessment, 3rd International Conference on Higher Education Advances, HEAd´17, 23-25 June 2017, València, Spain, https://doi.org/10.4995/HEAD17.2017.6713

Rose, E., Claudius, I. Tabatabai, R., Kearl, L., Behar, S., and Jhun, P. (2016). The flipped classroom in emergency medicine using online videos with interpolated questions. The Journal of Emergency Medicine. 51 (3) 284–291. https://doi.org/10.1016/j.jemermed.2016.05.033

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. https://doi.org/10.1016/j.jarmac.2014.02.001

Thai, N.T.T., De Wever, B., Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113-126. https://doi.org/10.1016/j.compedu.2017.01.003




How to Cite

Pfennig, A., & Maier-Rothe, J. (2019). “MAKING-OF” – SUCCESSFULLY PLANNING AND IMPLEMENTING PEER-TO-PEER LECTURE FILMS. PEOPLE: International Journal of Social Sciences, 5(1), 795–815. https://doi.org/10.20319/pijss.2019.51.795815