Lecture Retrieval via the Web: Better Than Being There?

Harpp, David N.; Fenster, Ariel E.; Schwarcz, Joseph A.; Zorychta, E.; Goodyer, Nathaniel; Hsiao, William W. L.; Parente, Jason

doi:10.1021/ed081p688

Cited by 24 publications

(31 citation statements)

References 4 publications

(5 reference statements)

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“…The majority of these still relatively few studies have found that if attendance was affected at all, then it was only by a relatively small amount of around 5-10% (Brotherton and Abowd 2004, Chandra 2011, Copley 2007, Harpp et al 2004, Traphagan et al 2010). …”

Section: Introductionmentioning

confidence: 99%

Do prerecorded lecture VODcasts affect lecture attendance of first-yearpre-clinical Graduate Entry to Medicine students?

Rae

2016

Medical Teacher

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Section: Introductionmentioning

confidence: 99%

Do prerecorded lecture VODcasts affect lecture attendance of first-yearpre-clinical Graduate Entry to Medicine students?

Rae

2016

Medical Teacher

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“…Reports have indicated several benefits of lecture capture use including increased student satisfaction (Bryans Bongey, Cizadlo & Kalnbach, 2006;Vajoczki et al, 2010;Traphagan, Kuscera & Kishi, 2010), enhanced understanding of content and clarification of difficult topics (Bryans Bongey, Cizaldo & Kalnbach,, 2006;Luna & Cullen, 2011;Scutter, Stupans, Sawyer, & King, 2010;Vajoczki et al, 2010;Vajoczki, Watt, Marquis, Liao, & Vine, 2011), improved generation of course notes (Brotherton & Abowd, 2004;Evans, 2008;Luna & Cullen, 2011;McKinney, Dyck, & Luber, 2009;Babb & Ross, 2009), increased accessibility to students with disabilities and non-native English speakers (Scutter et al, 2010;Vajoczki et al, 2011;Vajoczki et al, 2010;), and for the instructor, decreased requests for content clarification (Harpp et al, 2004;Taylor, 2009;Vajoczki et al, 2010). There is also evidence that the use of lecture capture is associated with improved course performance (Bollmeier, Wenger, & Forinash, 2010;Cramer, Collins, Snider, & Fawcett, 2007;Francom, Ryan, & Kariuki, 2011;Harrigan, 1995;Vajoczki et.al, 2010), although the research findings in this area are equivocal, with other studies noting no relationship between lecture capture use and course grades (Bassili, 2006;Jensen, 2011;O'Bannon, Lubke, Beard, & Britt, 2011).…”

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confidence: 99%

Use of Lecture Capture in Undergraduate Biological Science Education

Wiese

Newton

2013

cjsotl-rcacea

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This study examined the use of lecture capture in students in a large 3rd year undergraduate biological science course at the University of Guelph. Data regarding viewing behaviour, academic performance, and attendance were analyzed in relation to student learning approach (as assessed by the R-SPQ-2F), gender, and year of post-secondary education. It was found that relative to historic controls, students provided lecture capture videos increased their final exam grade by approximately 5%. It was also found that learning approach was significantly related to video viewing behaviour, final exam performance, and attendance, with a deep learning approach being associated with more video views, better performance, and a greater tendency to watch videos to master and review material. A surface approach showed contrasting associations. Moreover, a higher deep approach score was related to fewer absences, while a higher surface approach score was related to more absences and increased the likelihood of a student missing a class. Gender also influenced viewing behaviour, with females being more likely than males to watch videos to generate notes and to review material. This research demonstrates that learning approach and gender are significant predictors of lecture capture behaviour, performance, and/or attendance in biological science education, and provides support for the use of lecture capture as a tool to improve academic performance. Cette étude examine l’utilisation de la capture de cours dans une grande classe d’étudiants de premier cycle inscrits à un cours de sciences biologiques de troisième année. Les données relatives au comportement de visionnement des vidéos, aux résultats académiques et à l’assiduité ont été analysées en relation avec l’approche d’apprentissage des étudiants (telle que mesurée par le R-SPQ-2F), le sexe et l’année d’études post-secondaires. Cette étude a montré que, comparativement aux contrôles historiques, les notes obtenues aux examens finals par les étudiants exposés à des vidéos académiques étaient de 5 % supérieures. L’étude a également indiqué que l’approche d’apprentissage était liée de façon significative au comportement de visionnement, aux résultats obtenus aux examens finals et à l’assiduité, et que l’approche en profondeur était liée à un nombre supérieur de visionnements des vidéos, à de meilleurs résultats et à une tendance accrue à regarder les vidéos afin de maîtriser et de réviser la matière. L’approche en surface a indiqué des associations contrastées. De plus, un score supérieur d’approche en profondeur était lié à un nombre moins élevé d’absences alors que l’approche en surface était liée à davantage d’absences et qu’elle augmentait les possibilités que les étudiants soient absents en classe. Le sexe avait également une incidence sur le comportement de visionnement, les femmes ayant davantage tendance à regarder les vidéos afin de prendre des notes et de réviser la matière que les hommes. Cette recherche a montré que l’approche d’apprentissage et le sexe sont des indicateurs importants de comportement en ce qui concerne la capture de cours, la performance et/ou l’assiduité dans le domaine des sciences biologiques et qu’elle offre un soutien efficace pour l’utilisation de la capture de cours en tant qu’outil pour améliorer la performance académique.

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“…McKinney et al [3] report that psychology students who took notes while listening to the podcasts performed better than students who attended the actual lectures. Some instructors [4] are also distributing a video of the screen that was projected in the classroom as a screencast. The Record Narration feature of Microsoft Powerpoint associates the latest audio narration with each slide; these audio annotated slides can be stored as a movie.…”

Section: Introductionmentioning

confidence: 99%

Moderated Group Authoring System for Campus-Wide Workgroups

Chandra

2012

IEEE Trans. on Mobile Comput.

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Abstract-The ability of lecture videos to capture the different modalities of a class interaction make them a good review tool. Multimedia capable devices are ubiquitous among contemporary students. Many lecturers are leveraging this popularity by distributing videos of lectures. They depend on the university to provide the video capture infrastructure. Some universities use trained videographers. Though they produce excellent videos, these efforts are expensive. Several research projects automate the video capture. However, these research prototypes are not readily deployable because of organizational constraints. Rather than waiting for the university to provide the necessary infrastructure, we show that instructors can personally capture the lecture videos using off-the-shelf components. Consumer grade high definition cameras and powerful personal computers allow instructor captured lecture videos to be as effective as the ones captured by the university. However, instructors will need to spend their own time on the various steps of the video capture workflow. They are also untrained in media capture; the capture mechanisms must be simple. Based on our experience in capturing lecture videos over three and a half years, we describe the technical challenges encountered in this endeavor. For instructors who accept the educational value of distributing lecture videos, we show that the effort required to capture and process the videos was modest. However, most existing campus storage and distribution options are unsuitable for the resource demands imposed by video distribution. We describe the strengths of several viable distribution alternatives. The instructors should work with the campus information technology personnel and design a distribution mechanism that considers the network location of the students.

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Lecture Retrieval via the Web: Better Than Being There?

Cited by 24 publications

References 4 publications

Do prerecorded lecture VODcasts affect lecture attendance of first-yearpre-clinical Graduate Entry to Medicine students?

Do prerecorded lecture VODcasts affect lecture attendance of first-yearpre-clinical Graduate Entry to Medicine students?

Use of Lecture Capture in Undergraduate Biological Science Education

Moderated Group Authoring System for Campus-Wide Workgroups

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