Western Norway University of Applied Sciences at Campus Førde offers nursing education, engineering education in electrical engineering and a one-year preparatory course for engineering education. Teachers on the different programs cooperate in the production of video-based resources. The study investigates students' use of videos made by the teacher as part of flipped classroom in three different subjects. These subjects are Control Systems in engineering education, Communication and Norwegian in the preparatory course for engineering education and Anatomy/Physiology in the nursing education. Control Systems, taught in the fourth semester of the engineering education, has traditionally been classroom-based, with a lot of blackboard teaching. Learning sessions have been a combination of problem solving and review on the board. Communication and Norwegian has largely consisted of presentations and related exercises. Anatomy/physiology is part of the course Anatomy, Physiology, Biochemistry and Microbiology, taught in the first semester of the nursing education. Lectures in plenary have traditionally been the most widely used teaching form in this course, but the number of lectures has been reduced in favor of learning sessions in smaller groups. 21 engineering students, 17 nursing students and 17 students in the preparatory engineering course answered a questionnaire about the use of videos. The study shows that the nursing students use videos more before the learning sessions than the other two groups. Videos produced with simple tools are technically satisfactory, and make it easier for the students to understand the material, which contributes to increased learning outcomes. Students express that videos are more motivating, and that they learn more from watching a video than readings. Nursing students expressed a higher degree of agreement to replace the traditional lectures in other topics with videos.

The study investigates the differences in nursing and engineering students’ perceptions of videos made by the teachers as part of a flipped classroom, and whether these videos contribute to a good learning environment. The sample consists of 21 engineering students, 17 nursing students and 17 pre-engineering students. Overall, all three student groups are satisfied with the quality of the videos. The nursing students watched videos more before the learning sessions than the other two groups. All students think videos produced with simple tools are technically satisfactory and make it easier for the students to understand the material, which leads to increased learning outcomes. They express that videos are more motivating, and that they learn more from watching a video than reading course material. Nursing students expressed a higher degree of agreement with replacing traditional lectures in other subjects with videos. All student groups think the learning environment has been good.The results indicate a connection between the learning environment being good and the videos working satisfactorily.