A Review of Lecture Capture Technology and Its Usage in Higher Education

Bišćan, Marijan; Milanovic, Melissa; Petrović, Juraj; Pale, Predrag

doi:10.23919/mipro52101.2021.9597051

Cited by 2 publications

(1 citation statement)

References 26 publications

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“…1,2 By "learning technologies," we refer to digital technologies that are used for teaching and learning. They include, for instance, learning management systems that have become widespread and essential for many institutions, 3 lecture capture and live streaming applications, 4 learning analytics solutions, 5 mobile or web-based applications for self-paced or supplementary learning 6,7 and virtual reality and artificial intelligence applications. 8 Such a definition of learning technologies is inherently broad, encompassing a wide range of digital applications but primarily focusing on computer-based solutions, not those requiring additional artefacts such as manikin or clinical skills laboratories.…”

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Learning technology in health professions education: Realising an (un)imagined future

2023

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ContextTechnology is being introduced, used and studied in almost all areas of health professions education (HPE), often with a claim of making HPE better in one way or another. However, it remains unclear if technology has driven real change in HPE. In this article, we seek to develop an understanding of the transformative capacity of learning technology in HPE.Methods and OutcomesWe first consider the wider scholarship highlighting the intersection between technology and pedagogy, articulating what is meant by transformation and the role of learning technology in driving educational transformation. We then undertake a synthesis of the current high visibility HPE‐focused research. We sampled the literature in two ways—for the five highest impact factor health professional education journals over the past decade and for all PubMed indexed journals for the last 3 years—and categorised the extant research against the Substitution, Augmentation, Modification, Redefinition model. We found that the majority of research we sampled focussed on substituting or augmenting learning through technology, with relatively few studies using technology to modify or redefine what HPE is through the use of technology. Of more concern was the lack of theoretical justification for pedagogical improvement, including transformation, underpinning the majority of studies.ConclusionsWhile all kinds of technology use in learning have their place, the next step for HPE is the robust use of technology aiming to lead transformation. This should be guided by transformational educational theory and aligned with pedagogical context. We challenge HPE practitioners and scholars to work thoughtfully and with intent to enable transformation in education for future health professionals.

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