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Contents contributed and discussions participated by bartmon

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AJET 26(6) Preston et al (2010) - Web-based lecture technologies: Highlighting the chan... - 3 views

ascilite.org.au/...preston.html
shared by bartmon on 12 Jul 11 - No Cached
  • Lecturers were concerned about the impact on internal students of non-attendance, including their inability to keep up with crowded curricula, engagement with the content and the continuity of lectures and tutorials. This concern about attendance was not shared by the students in the study. When students were asked why they didn't attend face to face lectures, 68.3% of the 331 respondents agreed or strongly agreed with the statement I could learn just as well using WBLT as face to face. The corresponding item was rated lowest by staff, with only five (3.6%) agreeing with this statement.
  • bartmon on 12 Jul 11
     
    Not a bad article, but I'm finding most of the work by these authors (they have numerous articles) is simply a re-packaging of the same study. If you've read one article by these authors, you probably don't need to read many more. The data above is interesting, showing the massive disconnect between a student perception that lectures can be easily replaced by LC, and a faculty perception that LC can't replace a f2f lecture.
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Lecture Capture Can Change Classroom Dynamics for the Better | Faculty Focus - 2 views

www.facultyfocus.com/...ssroom-dynamics-for-the-better
shared by bartmon on 15 Jun 11 - No Cached
  • Teachers who teach multiple sections of a course in hybrid, fully online, and face-to-face environments may find the rewards of capturing lectures most beneficial. They can record the lectures given in their face-to-face class and use them as the homework or lecture portions of the online sections.
  • One of the comments I hear from teachers is that they create shorter lectures when recording them from offices or home compared to capturing complete live lectures. And that is a good thing
  • bartmon on 15 Jun 11
     
    Something I had not thought of before...lecture capture to alleviate a professor having to give the *same* lecture 3-5 times over the course of 2 days. This likely won't impact many tenure and tenure-track faculty, but the lecturers and instructors of the university that often teach multiple sections of the same course each semester...lecture capture might work great for them, not only to open up course time but also save their voices!
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Lecture Capturing to Transform Student Learning Opportunities in Large Classes - Lectur... - 2 views

www.lecturecapture.com/index.php
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  • This proposal is designed to examine the impact of traditional uses of lecture capturing in courses of varying sizes and disciplines on students’ learning and course and instructor satisfaction, and to explore innovative instructional uses of lecture capturing to re-design traditional classroom activities in large enrollment lecture courses.
  • three to five instructors from different disciplines who teach large enrollment classes (100+ students) will be chosen to redesign an existing “lecture” of their course. Instructors will work with an instructional designer to pre-record an existing lecture to be delivered to students as outside class work and a student-centered application activity/activities to be delivered during the classroom session time when the original lecture would have been delivered.
  • Although student perceptions of lecture capturing are highly favorable, studies that have examined student learning outcomes related to traditional uses of lecture capturing have had mixed results. Brotherton and Abowd (2004) found no statistically significant differences in mid-term and final exams between classes with webcasts available to students and classes without access to webcasts. Harley and colleagues (2003) found that the relationship between the self-reported webcast usage and course grade was not statistically significant, and students who reported using lecture webcasts as a replacement for the in-person lecture had lower scores in the course overall
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  • Ambikairajah , Epps, Sheng, & Celler (2008) found that lecture captures increased active learning for engineering students, especially those within large classrooms. They discovered that delivering lectures solely through the use of pre-recorded lecture material allowed in-class time to be spent on focused, critical discussions. Day and Foley (2006) conducted a quasi-experimental study with students studying HCI (human-computer interaction). They found that the final grades of students who used pre-recorded lecture captures were significantly better than those in the traditional lecture classes
  • The objectives for this project are to answer the following research questions: 1. What are the effects of traditional uses of lecture capturing on students’ learning and their satisfaction with the course and the instructor? 2. Can lecture capturing be used innovatively and effectively in large enrollment lecture courses to transform classroom instructional activities and students’ success rates?
  • bartmon on 15 Jun 11
     
    Proposal from someone at U of Texas (Gary - if you know the author, James Henson, might be worth an email) to do a specific research study using UT students and faculty to address two well-defined research questions. Some good citations included as well. I still have not come across any studies comparing the impact of lecture capture that has been pre-recorded for viewing vs. lecture capture that has been recorded from within a classroom. I have a feeling that pre-recording a lecture, by yourself in a room looking at a camera, vs. simply recording an actual live lecture in a classroom, has some tangible benefits for students.
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Study: comparison of lecture capture & f2f course - 0 views

www.springerlink.com/...fulltext.pdf
shared by bartmon on 09 Jun 11 - No Cached
  • bartmon on 09 Jun 11
     
    Fairly robust study, where the researchers examine three groups: - Face-to-face students - Students using lecture capture with just slides and audio - Students using lecture capture with slides, audio and video of prof Students rated the f-2-f session as the best delivery method, but for some reason those students in the two control groups scored the highest on content retention questions. At first I thought maybe they were watching a lecture mutliple times, but study reports most students only watched the lecture once. Odd...
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University of Michigan Lecture Capture pilot - 0 views

www.umich.edu/...MScribeFinalReport.pdf
shared by bartmon on 09 Jun 11 - No Cached
  • bartmon on 09 Jun 11
     
    I can't highlight stuff in the PDF, but the bulk of this document is a technical overview of the "what" and "How" of UM's pilot. They do have a decent pedagogy section. Some stats: - 1.9 to 4.5 day lag time to post videos after recording. Sounded like most of this was due to not having an automated system, but also due to trying to ensure accurate meta data surrounds the video when it goes online. - 30-50% used videos on a regular basis, most accessed through the web (they had ability to go through iTunesU) - Heavy use by ESL students - 40% students reported ability to watch lectures led to increased attention in class.
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