Effects on learning of time spent by university students attending lectures and/or watching online videos

Meehan, Maria; McCallig, John

doi:10.1111/jcal.12329

Cited by 18 publications

(26 citation statements)

References 33 publications

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“…While most commonly audiovisual recordings of face-to-face lectures, it can also be short videos intended to be watched before lectures, additional content, or complete video substitutes for lectures (Williams et al, 2012 ). This review will only focus on lecture capture (LC), which is defined following Yoon et al ( 2014 ) as “synchronized audio and visual recordings of live lectures, which students can download to view at their own leisure” (p. 228) but also includes what Meehan and McCallig ( 2019 ) referred to as online lectures—recordings of the lecture content done by the lecturer (not necessarily during the live lecture) which have a one‐to‐one correspondence with a live lecture from the course. Sometimes those online lectures can be split into many shorter videos—on average, 7 min long (Meehan & McCallig, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

The use of lecture capture in university mathematics education: a systematic review of the research literature

Lindsay

Evans

2021

Math Ed Res J

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Lecture capture (LC), the process of recording face-to-face lectures for future viewing, has become a common technology in Western universities in the twenty-first century, yet research on its effectiveness has lagged behind its implementation. Despite the rapid, widespread implementation, research regarding the impact LC has on pedagogy and student attainment is limited and not conclusive in its findings. It is still unclear if there is a causal or a correlated relationship between attainment and usage of LC. This systematic review sought to collate and compare the current literature on the efficacy of LC in tertiary mathematics education and provide practical advice for institutions that use or plan to use LC. The literature is consistent in the opinion that students and administrators positively view LC for its utility and flexibility despite the moderately strong evidence that most institutions face attendance drops. However, most students do tend to see attending lectures/watching recordings as an “either-or.” The literature predominantly reports a negative association between attainment and the use of LC as a substitute to live lectures. The proportion of students who choose to skip live lectures has steadily increased over the last decade as the student campus culture adjusts to LC. Within this group, LC is used imperfectly, providing false benefits and promoting surface learning strategies. There is evidence that regular use of LC by this large group of students may diminish the quality of their learning. We offer research-informed, evidence-based recommendations to mitigate the unplanned and counterproductive impact of LC implementation.

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Section: Introductionmentioning

confidence: 99%

The use of lecture capture in university mathematics education: a systematic review of the research literature

Lindsay

Evans

2021

Math Ed Res J

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“…Furthermore, a number of recent studies (French and Kennedy 2017;Mackay 2018;Meehan and McCallig 2019;Nordmann et al 2018) argue that improved practical guidance for students (and staff) on how lecture recordings can be integrated effectively into learning practices is required. In an example of how this issue can be addressed, the CUSEIP SCHOOL project led to insights that directly impacted on the support provided to students, whereby staff created resources that: addressed the self-reported gap in students' knowledge of learning strategies to integrate lecture recordings effectively; and addressed students' confusion regarding local lecture capture policy within the school.…”

Section: Discussionmentioning

confidence: 99%

“…The positive reception from students for lecture capture, the relatively efficient and cost-effective way in which recordings can be produced and made available (Meehan and McCallig 2019), and the benefits for inclusivity, have led some researchers to conclude that 'the positives of lecture recordings outweigh the negatives and its continued use in higher education is recommended' (O'Callaghan et al 2017, p. 1). Some recent commentators suggest educators recognise that educational technologies are becoming an ever increasing feature of higher education and that the challenge now is to design inclusive curricula and pedagogical approaches, which include utilising technologies such as lecture capture, and to use these appropriately and effectively to support students' needs (Morris, Swinnerton, and Coop 2019).…”

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

Lecture capture and peer working: exploring study practices through staff–student partnerships

Evans

Luke

2020

Research in Learning Technology

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As lecture capture technology and practice become ever more widespread in UK universities there is a growing body of literature that assesses the impact of these changes. However, there is still much to be understood about lecture capture and the full impact on student learning, especially in different institutional and subject contexts. This article describes two projects from a UK Russell Group University that worked in partnership with students to gain insights into the student experience regarding lecture capture. The article highlights insights gained in terms of how and why students use lecture recordings. This article focuses on one area in particular which has been less reported and warrants further investigation-students' use of lecture recordings in collaborative settings. The article considers some practical implications of such insights and argues that a nuanced understanding regarding the way students use lecture recordings for learning is required. The article also highlights how educationists can harness student partnerships to further our understanding of the complex interplays between technology and student learning.

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“…They also identified their attributes like communication, teamwork, and problem‐solving technique as top desirable attributes. Meehan and McCallig applied Carroll's model for motivating the design of online mathematics course. This model can assist students to spend time in an efficient manner.…”

Section: State‐of‐the‐artmentioning

confidence: 99%

Optical fog‐assisted smart learning framework to enhance students’ employability in engineering education

Sood

Singh

2019

Comp Applic In Engineering

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In the present scenario, the state of engineering education worldwide is facing a big challenge of the employability of graduates. Cloud computing technology has changed the educational landscape by allowing educators and administrators to shift to the cloud for making actionable decisions. In this paper, a smart learning framework is proposed where universities/colleges can advocate the management of employability enhancement and start skill-set enhancement courses through e-learning. This proposed framework monitors the academic/skill data of students to classify their employability at the early stage of graduation. In addition, an algorithm is proposed for skill-set assessment to find various clusters of students who lack in required skill-set. The predicted clusters of students can be offered opportunities to improve their required skill-set through e-learning. Further, we used the design science research methodology for conducting online courses. Moreover, the prediction of resource usage of the proposed e-learning framework is calculated to improve its effectiveness. In our experiment, results show that our proposed hybrid classier achieves 96.45% accuracy of classification. The prediction of resource usage offers better opportunities for adaptive resource elasticity. The results depict that by introducing the proposed framework in engineering education; more effective decisions can be made to improve the employability and overall growth of students. K E Y W O R D S employability enhancement, fog/cloud computing, optical network, resource usage pattern prediction, skill-set assessment, smart learning 1 | INTRODUCTION Universities/colleges are under great pressure to make the youth ready for jobs since the market demands for skilled workers. The education system throughout the world requires a smart system that can be monitored, controlled, quantitatively measured, and continuously improved with the collaboration of universities/ learning centers to enhance students' employability potential during their early years of graduation. Students' employability depends on a variety of features, such as marks obtained in high school, diploma, graduation, etc., extra technical competence, or other relevant information [29]. The information collected from various resources regarding their features is to be accurate, well-timed and precise.As it may be seen in the next references along with this article, according to authors [1,3,4,10,35,37,38,40,41], today's technology is capable of improving students' skills towards employability through e-learning. It consists of multiple skill-set service providers such as learning centers, recruitment companies, institutions, and private training centers, etc. It provides a personally customized and effective educational environment that reduces the gap between students' skill-set and industry demand at multiple employability parameters, such as aptitude, reasoning, communication, technical/professional certifications, etc.The potential of cloud computing encourages education syste...

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Effects on learning of time spent by university students attending lectures and/or watching online videos

Cited by 18 publications

References 33 publications

The use of lecture capture in university mathematics education: a systematic review of the research literature

The use of lecture capture in university mathematics education: a systematic review of the research literature

Lecture capture and peer working: exploring study practices through staff–student partnerships

Optical fog‐assisted smart learning framework to enhance students’ employability in engineering education

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