No abstract

Purpose This paper aims to describe the principles underlying the successful implementation of a lecture recording service in higher education. Design/methodology/approach The paper qualitatively reviews the practices and experiences of several years of automated lecture recording at a medium-sized university in Germany. Findings The paper concludes that there are several principles that should be followed to successfully implement lecture recordings in higher education. Practical implications The principles described in this paper can serve as recommendations for other universities that would like to establish or optimize their own lecture recording service. Originality/value The value of the paper lies mainly in the great amount of experience in successfully running a lecture recording service on which the principles and recommendations are based.

No abstract

The increasing digitalization also affects universities. Therefore, electronic teaching is experiencing an upwind. Flipped Classroom is a special form of digital teaching is. Here, the basics are taught via online content and are interactively deepened in presence phases in class. For this quite modern variant of blended learning, there are numerous case descriptions in research with different evaluations available. However, a systematic examination of the evaluation of this form of teaching has not yet been carried out. The aim of this paper is, therefore, to diminish this research gap and to present the model of the Teaching Analysis Poll (TAP) as a systematic and easy to handle evaluation method in the Flipped Classroom. After a short review of recent research in the corresponding areas, we give a systematic overview of evaluations of Flipped Classroom. We introduce from the example of a Flipped Classroom Course the application of TAP as an adequate evaluation format.

This article focuses on the impact of observation time and web page structure on viewing behavior. 63 subjects observed similarly structured pages of a popular commercial internet shop. Eye movements were recorded and analyzed regarding several saccade parameters, the individual fixation distribution by means of a progressive entropy approach, and the within- as well as between-subject congruency of fixation distributions. Our results show that viewing behavior significantly changed while subjects observed individual web pages. In contrast, we only found little evidence for a change in eye movements across web pages and hence for an attention-related schema building. In this context, we also provide an example of the impact of web page elements’ position on fixation probability.