This paper shows the advantages and possibilities of video recording of lessons and the integration in didactical teaching scenarios including a moodle learn management system (LMS). It will describes the possible changes on existing eLearning models courses to fit the requirements of a blended learning scenario which includes video captured lessons as well as usual LMS contents. (Abstract) Keywords-component; lesson capture, video recording, moodle, lecture capture, LMS, didactical scenario
I. GENERALToday students and faculties work in an environment, which provides instant access to all kind of media. Usually lessons are held the traditional way where the lecturer stands in front of the audience and provides information via slides either digital or on paper/whiteboard/blackboard. The mixture of those information tracks in combination with the spoken lecture and audio-visual aid is collected by the students and integrated in their process of learning.Due to the permanent upgrowth in student numbers and the ongoing budget cutting all over the education sector, new ways are needed to cover large number of students without budget overspending. One solution discovered by a lot of institutions is the video capturing of lessons. Usually they are recorded by Videocameras and Screencapture tools and provided to the students over different channels like live streaming, video on demand or embedded video on websites. The acceptance of such solutions using different systems has been evaluated for instance by the University of Massachusetts Lowell in 2010 and the Northwestern University of Chicago, IL in 2009. The acceptance of students was overall very positive and from the 294 students who answered the survey at UMASS Lowell, 96% wanted to see more courses offering lecture capture, 4% didn't matter and 0% didn't want to have these kind of lectures [1]. 60% strongly agreed that the video lessons helped them to learn the course material and only 0.5% disagreed on this matter.The frequency students visited the online resources were 36% less than once per week but more than 5 times per semester, which would represent the typical studying behavior, concentrated at the end of the semester. 26% stated to access the archived lessons more than once per week.
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