# YouTube Videos in the Virtual Flipped Classroom Model Using Brain Signals and Facial Expressions
## 4 Discussion  
This paper presents a successful case in which the Flipped Classroom model was implemented in a virtual format. This model was previously implemented in various educational contexts but in a face-to-face format. The model of the Flipped Classroom was originally designed for face-to-face classes [7]. Here, it was successfully used in a virtual format, thus providing new opportunities for the model. During a contingency such as the COVID-19 pandemic, where educational institutions must transition from face-to-face to virtual class formats, this model is an option for the teaching-learning process. It is also a permanent option for previously existing virtual education formats. In these cases, institutions must undertake crucial considerations and decisions. Teachers must be trained, and they must feel comfortable breaking their paradigms, enjoy innovations, and work efficiently with digital resources. Teachers should consider that much of the model's effectiveness lies in training students to learn to work independently with the videos and following up on their feedback. Incorporating a learning styles test to understand the profile of the students helps to improve the model, because this allows the design of more relevant activities for the students. It is also essential to consider that the teacher does not necessarily need to learn to design the videos. Teachers can use materials freely available on the Internet, although they must learn to find the most suitable materials for their classes. We consider that the most valuable part of this article is the presentation of the methodology that was followed. Although the model applied in this study had previously been in use for several years, the model was presented here in a totally virtual format. In addition, we outlined the various steps that can be taken for the implementation of the model and provided recommendations to make it more effective. Additionally, we consider that two of the most important contributions of this work are the reading of brain activity and the facial expressions of students when watching audiovisual materials. This process is of significant relevance to the design of more effective materials and to assess if already existing materials are suitable. \begin{table}
\begin{tabular}{l l l} \hline \hline
**Questions** & \multicolumn{2}{c}{**Teachers’ Responses**} \\ \hline Did it take ADDITIONAL time to become & o & Sometimes (one professor) \\ familiar with the videos? & o & Rarely (one professor) \\ How much ADDITIONAL time to the length & o & Between 11 and 20 min (one professor) \\ of the video did I have on average to get & o & Between 6 and 10 min (one professor) \\ familiar with it? & o & No extra time (one professor) \\ \hline The level of participation of my students in & o & Excellent. (two professors) \\ preparing with the videos before the & o & Good. (one professor) \\ sessions was & & \\ For the design of the activities, I considered the & o & Always (two professors) \\ predominant learning style of my students. & o & Almost always (one professor) \\ I feel like I successfully trained my students to & o & Yes (three professors) \\ learn under the Flipped Classroom model. & o & Yes (three professors) \\ From my perspective, the Flipped Classroom & & \\ model can be more beneficial than the & & \\ traditional model for the development of & o & Yes (three professors) \\ grammatical competency. & o & More collaborative work among the \\ What would I modify from the Flipped & & teachers \\ Classroom model implemented in the 2020 & o & Specify the terminology of the videos \\ Summer Course? & & and evaluation instruments \\  & o & Nothing \\ \hline \hline \end{tabular}
\end{table} 
Table 9: _Cont._The reading of both brain activity and facial expressions may have more applications. Various types of metrics can be elaborated with both systems, which can have significant benefits for the teaching-learning process.