Student perceptions of effective use of tablet PC recorded lectures in undergraduate mathematics courses

Yoon, Caroline; Sneddon, Jamie

doi:10.1080/0020739x.2010.543165

Cited by 41 publications

(69 citation statements)

References 8 publications

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“…This is supported by student responses as well as anecdotal evidence from the lecturer involved. This result is also supported by the findings of Yoon and Sneddon [9], whose survey on university students in New Zealand showed that the use of screencasts had minimal impact on lecture attendance. The use of extra screencasts also had minimal effect on student attendance at tutorials as students appeared to value the screencasts as support for the tutorials.…”

Section: Resultssupporting

confidence: 77%

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Screencasting and its effect on the traditional lecture

Mullamphy¹

2013

ANZIAMJ

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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

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Section: Resultssupporting

confidence: 77%

“…In my experience the students appear to have difficulty taking notes during a lecture as well as concentrating on the content of the lecture itself. In a recent study in a New Zealand article by Yoon and Sneddon [9] it was established through observations and student surveys that:…”

Section: C595mentioning

confidence: 99%

Screencasting and its effect on the traditional lecture

Mullamphy¹

2013

ANZIAMJ

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“…However, research also shows that students do not want their lectures replaced by screencasts (Mullamphy et al 2010). Yoon and Sneddon (2011) investigated how recorded lectures were used by students in two large undergraduate mathematics courses. Based on student feedback on online surveys, they report that the availability of lecture recordings can have a detrimental effect on the grades of some student groups: Students who did not attend lectures as they knew the recordings were available and who Bintended to watch more recorded lectures than they actually did achieved significantly lower grades^ (Yoon and Sneddon 2011, p.425) than students who were exposed to the whole lecture series.…”

Section: Learning Mathematics From Screencastsmentioning

confidence: 99%

Student Perceptions of Screencast Feedback on Mathematics Assessment

Robinson

Loch

Croft

2015

Int. J. Res. Undergrad. Math. Ed.

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Although feedback is a very important component of assessment in higher education, there is substantial evidence that students view traditional methods of feedback as deficient in a number of respects. In this paper we explore how students perceive generic feedback on a mathematics assignment provided via screencasts. Our study is based on a Differential Equations module taught to first and second year students at a United Kingdom university. Our analysis of a student survey of this novel approach to feedback indicates that some students prefer screencast feedback to written feedback for a number of reasons: it is perceived to be more personal, it provides a richer experience than handwritten comments, it can be accessed anytime and replayed and paused as needed, it assists with learning how to communicate mathematics and it helps develop mathematical thinking skills. In fact, we show that this form of feedback is effective according to Sadler's (Instructional Science 18:119-144, 1989) definition of effective feedback.

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“…From screencasts [18] to podcasts [19] to tablet PCs [20] the role of technology in higher education is increasing. The students' ability to quickly adapt and prosper in a world filled with technology offers new opportunities for the lecturer to exploit technology to facilitate and support new methods of learning.…”

Section: Use Of Technology To Enhance Student Learningmentioning

confidence: 99%

Online resource platform for mathematics education

Llorens¹,

Nevin²,

Mageean³

2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

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Abstract-Engineering education is facing many challenges: a decline in core mathematical skills; lowering entry requirements; and the diversity of the student cohort. One approach to confronting these challenges is to make subject content appropriate to the communication styles of today's student. To achieve this, a pedagogical shift from the traditional hierarchical approach to learning to one that embraces the use of technology as a tool to enhance the student learning experience is required. By including the student as co-creator of course content, a greater sense of engagement is achieved and a change to one where students become agents of their own learning is realized. This active learning constructivist approach shifts the focus from content delivery by the lecturer to active engagement with content by the student and in doing so provides an environment of achievement and ownership which empowers the student and increases self-efficacy. The online platform comprises a set of multiple choice questions focused on core mathematical concepts. The quizzes are constructed to adapt to student responses with custom video feedback created by their peers. This paper outlines the methodology followed and provides results of its evaluation in terms of student's perceptions.

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Student perceptions of effective use of tablet PC recorded lectures in undergraduate mathematics courses

Cited by 41 publications

References 8 publications

Screencasting and its effect on the traditional lecture

Screencasting and its effect on the traditional lecture

Student Perceptions of Screencast Feedback on Mathematics Assessment

Online resource platform for mathematics education

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