Video recording lectures: Student and professor perspectives

Abstract

This paper investigated the use of special eyeglasses designed with a built-in video camera and microphone for the purpose of recording classroom activities from the point of view of both the professor and the student. The aim is to eliminate the need for dedicated video recording in the classroom. This paper reviewed the various techniques used to record a lecture and highlighted the advantages and disadvantages of each. It also presented 10 activities from the point of view of the student and the professor, which may play a role in improving students' understanding of the lecture. The videos produced by the professor and student cameras were reviewed in terms of their effectiveness and usefulness with regard to the 10 activities. The results were analysed and conclusions were drawn based upon the findings of this study.

Student and Faculty Perceptions of Lecture Recording in a Doctor of Pharmacy Curriculum

“…15,16 Most students perceived these technologies to be beneficial, which is consistent with previous studies. 8,12,14,17 This provides insight into how pharmacy students may choose to use this technology and why students may choose to attend Students use recorded lectures for multiple purposes, including preparing for examinations, listening to segments of a class lecture again, improving understanding of course material, and supplementing notes taken during class.…”

What counts as educational video?: Working toward best practice alignment between video production approaches and outcomes.

“…g) Recording and/or transmitting a teaching event: Similar to fly on the wall, this category emerged due to the frequency with which lectures, tutorials and other formal teaching events appear in the research (e.g., Odhabi & Nicks-McCaleb, 2011). There is an emerging logistical difference between this category and the fly-on-the-wall approach as many formal teaching and learning spaces now have automated and less intrusive audio and visual capture technologies and workflows.…”

Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education

“…Tools that support asynchronous learning increase the opportunities for students to engage with the material while accommodating different learner preferences. 5,6 Further, asynchronous learning affords what has been termed the segmenting principle, which suggests that the essential processing required to learn concepts decreases when multimedia messages are presented in self-paced segments rather than as a continuous flow of information. 7 When lectures are recorded and made available to students, a large majority still attend and prefer face-toface lectures and use the recordings as supplementary learning materials for examination preparation.…”