Camtasia Studio

Schumacher, Gretchen; Thurkettle, Mary Ann

doi:10.1097/01.ncn.0000270038.29788.f1

Cited by 3 publications

(1 citation statement)

References 2 publications

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“…The quality of the audiovisual material is essential in the e-learning methodology. We are currently working in a better audiovisual material (UAL, 2016), using the Camtasia Studio 8, a software well suited for academicians (Carlson, 2009;Schumacher & Thurkettle, 2007). Learning methodologies applying gamification (Dominguez et al, 2013;Hanus & Fox, 2015) will be included in the future.…”

Section: Discussionmentioning

confidence: 99%

Analysis of two Leveling Courses in Chemistry: objectives, methodology, assessments and future prospects

Dompablo

González

2018

Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18)

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Section: Discussionmentioning

confidence: 99%

Analysis of two Leveling Courses in Chemistry: objectives, methodology, assessments and future prospects

Dompablo

González

2018

Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18)

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Tutorial videos of bioinformatics resources: online distribution trial in Japan named TogoTV

Kawano¹,

Hiromasa²,

Takagi³

et al. 2011

Briefings in Bioinformatics

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In recent years, biological web resources such as databases and tools have become more complex because of the enormous amounts of data generated in the field of life sciences. Traditional methods of distributing tutorials include publishing textbooks and posting web documents, but these static contents cannot adequately describe recent dynamic web services. Due to improvements in computer technology, it is now possible to create dynamic content such as video with minimal effort and low cost on most modern computers. The ease of creating and distributing video tutorials instead of static content improves accessibility for researchers, annotators and curators. This article focuses on online video repositories for educational and tutorial videos provided by resource developers and users. It also describes a project in Japan named TogoTV (http://togotv.dbcls.jp/en/) and discusses the production and distribution of high-quality tutorial videos, which would be useful to viewer, with examples. This article intends to stimulate and encourage researchers who develop and use databases and tools to distribute how-to videos as a tool to enhance product usability.

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Relationships Between Remote Asynchronous Lectures and Summative Assessment Performance in four Pharmacotherapeutics Courses

Sedlacek

Boylan

Perry

2022

Journal of Pharmacy Technology

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Background: Synchronous education describes when teaching, learning, and assessment occur concurrently and asynchronous education describes when teaching, learning, and assessment occur anytime. Remote learning is where teaching and learning occur via technological means. Objective: This report describes a remote, asynchronous learning method implemented in a 3-year, block curriculum, Doctor of Pharmacy degree program. Methods: Remote asynchronous lectures embedded with quizzes were delivered to pharmacy students at the end of their first professional year and beginning of their second professional year. Camtasia software and Screencast.com were utilized during portions of 4 pharmacotherapeutic-based courses. Students completed time-spaced quizzes embedded every 5 to 15 minutes throughout the videos and quiz scores were recorded. Discrete watches, number of total watches, and average number of video quiz questions correctly answered were examined for Spearman’s rank correlation coefficient (ρ) with end-of-course summative assessment scores. Results: There were no strong positive correlations between discrete watches, number of total watches, and average number of video quiz questions correctly answered and end-of-course assessment scores (ρ range: –0.47 to 0.25). There were weak to moderate correlations within the rheumatology and dermatology assessment scores based on the Screencast.com content questions and the number of unique video watches (ρ = 0.40), average number of total video watches (ρ = 0.28), and average percent of quiz questions correct (ρ = 0.40), all of which were statistically significant ( P < 0.05). Conclusions: Remote asynchronous lectures including time-spaced quizzes were not associated with improvements in summative assessment performance. Mild positive correlations between remote asynchronous lectures and time-spaced quizzes may correspond with discrete questions on a summative assessment but those relationships may be influenced by the content within the remote asynchronous lectures.

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Camtasia Studio

Cited by 3 publications

References 2 publications

Analysis of two Leveling Courses in Chemistry: objectives, methodology, assessments and future prospects

Analysis of two Leveling Courses in Chemistry: objectives, methodology, assessments and future prospects

Tutorial videos of bioinformatics resources: online distribution trial in Japan named TogoTV

Relationships Between Remote Asynchronous Lectures and Summative Assessment Performance in four Pharmacotherapeutics Courses

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