Screencasting and its effect on the traditional lecture

Abstract

The use of screencasting at James Cook University (jcu) has increased heavily over the last five years, and we have extended our resources to include complete sets of live lecture recordings captured via annotations and commentary on a tablet computer. At jcu, screencasting is now used extensively in mathematics subjects at all year levels both as lecture support and lecture replacement for entire subjects. The aim of these screencasts was to create greater flexibility for our students, engage them through a familiar medium and to encourage them to work outside of the usual lecture and tutorial times. However, many lecturers have expressed concern that increased flexibility will result in a reduction in lecture and tutorial attendance. In order to address this concern, a study was carried out on the second semester first year engineering mathematics class at jcu. A survey was used to determine the students' perspective of the impact of screencasting

Supporting Student Learning through Instructional Videos in Business Statistics

“…Students also claim that constant access to filmed lectures strengthens their expectations of their ability to master the course material. Mullamphy () notes that students use a mode where they feel at home, indicating the potential benefit for multimodal instructional delivery.…”

“…Despite a number of studies that demonstrate inconclusive results regarding the effects of video lectures, there are a number of studies that demonstrate a positive impact. Some studies suggest that the use of video leads to increased motivation (Kinnari-Korpela, 2015), both in and outside of the classroom (Mullamphy, 2011). However, the access to video lectures alone does not, according to Owston, Lupshenuyk, and Wideman (2011), lead to any significant difference in student motivation during class.…”

“…There are many beneficial reasons for instructors to incorporate self‐produced video lectures into their courses (Mansson, Löfgreen, & Wa, ). Video material that recreates live lectures provides an additional resource offering flexibility; the ability to fill gaps in lecture notes; the opportunity to review difficult topics; and the ability to stop, start, and repeat material for self‐directed learning that is available 24/7 (Mullamphy, ; Ruthven, ).…”

Investigating the Effect of Using Educational Videos and Recorded Lectures in Understanding the Contents of Pre-Engineering Courses

“…Similarly, through recorded videos, students can listen to their lectures repeatedly and at their own pace, anytime and anywhere. Watching recorded lectures enables students to take additional notes for studying or to refer back to clarify topics and consolidate knowledge [20,22,23,24]. Students can listen effectively and digest the presented information, which enhances their concentration Investigating the Effect of Using Educational Videos and Recorded Lectures in Understanding the Contents of Pre-Engineering Courses during the lecture.…”

“…Students can listen effectively and digest the presented information, which enhances their concentration Investigating the Effect of Using Educational Videos and Recorded Lectures in Understanding the Contents of Pre-Engineering Courses during the lecture. This approach helps prevent distractions, confusion, and frustration caused by trying to take notes quickly while also understanding the lesson [23,24,25,26].…”