While it contains mostly anecdotal experiences with online video, this article discusses the practice that several professors adopted of creating shorter lectures for online and face-to-face instruction.
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...
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.
good find re: ESL. I wonder how often LC is being used for foreign language instruction in general...
non-native english speakers might see a huge benefit from this, that's an aspect I'd not thought of.
