The increasing supply of videos as an online resource has changed the performance of students who study degrees based on face-to-face learning. The objectives of this paper are to elicit current preferences for different types of learning resources, especially videos, developed to teach Operations Research in Business Administration and Management degree, as well as analysing the relation between the videos use and students' performance. The methodology is based on a survey using the Likert scale and the multicriteria method AHP.While all available resources are used to learn the subject, the results show a predominant preference for exam answers and videos, although more than one third of the students also use books and slides. Detailed exam answers improve learning and decrease tutorial appointments. There are significant differences in the use of learning resources among groups and resources affect students' behaviour and performance. The videos with teaching modules decrease face-to-face class attendance, while the videos with interactive case studies affect performance positively. Therefore, we think that moving forward in this line would improve effective learning.
Keywords: learning, videos, students' preferences, teaching resources, active learning, autonomous learning
ResumenLa creciente oferta de videos como recurso online ha modificado el comportamiento de los alumnos que cursan titulaciones con docencia presencial. Los objetivos de este trabajo son cuantificar las preferencias actuales por los diversos tipos de materiales, y en particular los videos, elaborados para la docencia de Investigación Operativa en el Grado en Administración y Dirección de Empresas, así como analizar la relación entre el uso de videos y el rendimiento de los alumnos. La metodología se basa en una encuesta con la escala de Likert y la técnica AHP.126