Online lecture accessibility and its influence on performance in skills-based courses

Le, Ada; Joordens, Steve; Chrysostomou, Sophie; Grinnell, Raymond

doi:10.1016/j.compedu.2010.01.017

Cited by 57 publications

(74 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Several studies have shown that students who adopt a deeper learning approach tend to use lecture capture as a tool for review and a way to supplement face-toface learning (Le, Joordens, Chrysostomou, & Grinnell, 2010;Vajoczki et al, 2011;Wiese & Newton, 2013). These students also have a tendency to access lecture capture throughout the extent of the course.…”

Section: Introductionmentioning

confidence: 99%

“…The use of multimedia technology in an educational setting has increased dramatically in recent years as it becomes more accessible and affordable (Copley, 2007;Le, Joordens, Chrysostomou, & Grinnell, 2010;Parson, Reddy, Wood, & Senior, 2009). The term lecture capture refers to the multimedia recording of classroom lectures that are subsequently made available digitally for the use of students.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Student perception of topic difficulty: Lecture capture in higher education

Newton

McCunn

2015

AJET

View full text Add to dashboard Cite

Perception of topic difficulty is a likely predictor of lecture capture video use, as student perception of difficulty has been shown to affect a variety of outcomes in academic settings. This study measured the relationship between perceived difficulty and the use of lecture capture technology in a second year biochemistry course while additionally taking into account student learning approaches, comfort with technology, gender and performance outcomes. In several analyses, it was found that a higher perceived level of difficulty was associated with an increased number of video accessions, although this relationship was not consistent across all topics. As well, it was found that surface learning approach score and gender were significantly associated with the number of accessions of lecture capture videos, while deep approach score, course grade, and level of comfort with technology were not. This study confirms that student use of lecture capture is related to their perception of topic difficulty, and demonstrates that student characteristics also influence lecture capture behaviour. Although the strength of our observed associations were weak, the level of content difficulty may be an important factor to consider when deciding when to use lecture videos as learning resources in higher education.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Student perception of topic difficulty: Lecture capture in higher education

Newton

McCunn

2015

AJET

View full text Add to dashboard Cite

show abstract

“…Online learning, in its various forms, was another focus of attention in the papers in our sample, including papers addressing the potential benefits of online distance education (Peschke, 2009), and online office hours (Hooper, Pollanen, & Teismann, 2006). A more surprising result was reported in a series of two papers by Joordens, Le, Grinnell, and Chrysostomou (2009) and Le, Joordens, Chrysostomou, and Grinnell (2010). Here researchers investigated the effects of having lectures videotaped and made available online after the traditional classroom lectures.…”

Section: Technologymentioning

confidence: 96%

“…In general, these publications suggest that technological advances offer many possibilities for improved communication and mathematical exploration, but reliance on technology may also have unintended effects. Technology was the primary theme in 16% of the papers reviewed in our sample: Hooper et al (2006), Hazzan and Zazkis (2003), Jeffrey (2010), Joordens et al (2009), Klasa (2010), Le et al (2010), Muller, Buteau, Klincsik, Perjesi-Hamori, andSarvari (2009), andPeschke (2009).…”

Section: Technologymentioning

confidence: 99%

Enhancing Assessment in Teacher Education Courses

Roscoe

2013

cjsotl-rcacea

View full text Add to dashboard Cite

Several faculty members including the author were involved in exploring the implementation and effectiveness of research-based assessment strategies in their undergraduate teacher education courses at a Canadian university. The paper describes the process and the results of their ongoing improvement efforts and implications for teacher education and higher education in general. After attending several assessment workshops lead by the author, 12 faculty members implemented new assessment strategies in their own courses to enhance student learning. As the 12 faculty members reflected on their efforts to enhance assessment, a number of themes emerged. These included assessment as authentic performance, establishing clear learning targets, collaboration and community, and integrated assessment and instruction. Our results support the claim that current ideas about K-12 assessment are applicable to post-secondary education and can improve student learning outcomes. Developing balanced and integrated assessment systems is perhaps the most significant innovation we engaged in and we conclude that it has the potential to fundamentally change what occurs in university classrooms. Plusieurs professeurs, y compris l’auteur, ont exploré la mise en oeuvre et l’efficacité de stratégies d’évaluation basées sur la recherche dans le cadre de leurs cours de formation pour les enseignants. L’article décrit le processus et les résultats de leurs efforts pour améliorer la formation des enseignants et plus généralement l’enseignement, ainsi que les implications de cette approche. Après avoir participé à plusieurs ateliers sur l’évaluation dirigés par l’auteur, 12 professeurs ont mis en oeuvre de nouvelles stratégies d’évaluation dans leurs propres cours pour améliorer l’apprentissage des étudiants. Quand les 12 professeurs ont réfléchi sur leurs efforts pour améliorer l’évaluation, un certain nombre de thèmes sont apparus, entre autres : l’évaluation en tant que performance authentique, l’établissement d’objectifs d’apprentissage clairs, la collaboration et la communauté, l’intégration de l’évaluation et de l’instruction. Nos résultats étayent l’affirmation selon laquelle les théories actuelles sur l’évaluation dans les écoles (K-12) sont applicables en enseignement post-secondaire et peuvent améliorer l’apprentissage des étudiants. Le développement de systèmes d’évaluation équilibrés et intégrés est peut-être l’innovation la plus importante dans laquelle nous nous engageons et nous en concluons que cette pratique a le potentiel de changer radicalement ce qui se passe dans les salles de classe des universités.

show abstract

“…Earlier research related to lecture recordings has primarily focused on the impacts of recording from the viewpoints, e.g., of learning outcomes [1]- [3], amounts of use [4], [5], reasons for use [3], [6] and participation [1], [7]. It is harder to find research on implementation of actual recording systems.…”

Section: Introductionmentioning

confidence: 99%

Producing Lecture Videos from Face-to-Face Teaching

Myllymäki¹,

Penttilä²,

Hakala³

2014

IJIET

View full text Add to dashboard Cite

Abstract-There is a clear demand for lecture videos in modern education. Nevertheless, the desire to keep face-to-face education remains as well. In such a case, the natural option is to produce videos in face-to-face teaching situations rather than in a studio environment. The challenge this kind of production faces is how to make it to cover an entire degree program cost-efficiently while serving the purpose intended. This article explains the demands set for video production in the context of face-to-face education at the scale of a degree program and how to effectively respond to them in practice. The paper also evaluates the effectiveness and impacts of the production model developed in connection with the Master Studies in Mathematical Information Technology at the Kokkola University Consortium Chydenius. According to the results, with the help of a recording system satisfying the requirements of the education provider it is possible to produce lecture videos at the scale of a degree program, cost-efficiently and in a way that reliably provides support for study.Index Terms-Blended learning, lecture videos, video production.

show abstract

Online lecture accessibility and its influence on performance in skills-based courses

Cited by 57 publications

References 14 publications

Student perception of topic difficulty: Lecture capture in higher education

Student perception of topic difficulty: Lecture capture in higher education

Enhancing Assessment in Teacher Education Courses

Producing Lecture Videos from Face-to-Face Teaching

Contact Info

Product

Resources

About