Impact of Online Lecture-capture on Student Outcomes in a Therapeutics Course

Bollmeier, Suzanne G.; Wenger, Philip J.; Forinash, Alicia B.

doi:10.5688/aj7407127

Cited by 60 publications

(99 citation statements)

References 7 publications

(14 reference statements)

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“…The literature shows mixed results about the effect of lecture recordings on live lecture attendance. Some data show that lecture recordings have a minimal impact on pharmacy student attendance, 18 while other data demonstrate a moderate correlation between skipping class and viewing recorded lectures. 1 Additional factors may influence students' decisions about class attendance, including student motivation to satisfy professional goals, previous experiences with lecturers, and predictability of class sessions.…”

Section: Discussionmentioning

confidence: 99%

Student and Faculty Perceptions of Lecture Recording in a Doctor of Pharmacy Curriculum

Maynor

Barrickman

Stamatakis

et al. 2013

American Journal of Pharmaceutical Education

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Objective. To describe students' and faculty members' perceptions of the impact of lecture recording in a doctor of pharmacy (PharmD) curriculum. Methods. Second-and third-year pharmacy students and faculty members completed an anonymous survey instrument regarding their perceptions of lecture recording with 2 classroom lecture capture software programs, Camtasia Studio and Wimba Classroom. Results. Most students (82%) responded that Camtasia was very helpful and almost half (49%) responded that Wimba Classroom was helpful (p,0.001). Forty-six percent of the students reported being more likely to miss a class that was recorded; however, few students (10%) reported using recordings as a substitute for attending class. The most common concern of faculty members was decreased student attendance (27%). Conclusion. Pharmacy students consider lecture recordings beneficial, and they use the recordings primarily to review the lecture. While faculty members reported concerns with decreased attendance, few students reported using recordings as an alternative to class attendance.

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Section: Discussionmentioning

confidence: 99%

Student and Faculty Perceptions of Lecture Recording in a Doctor of Pharmacy Curriculum

Maynor

Barrickman

Stamatakis

et al. 2013

American Journal of Pharmaceutical Education

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“…8 Additionally, 1 study reported that there was no difference in final course grades for the number of lectures viewed or the minutes of lectures viewed, although the average total number of accessions was low (3.4 out of 24 available). 6 The use of CD-ROM as a means of CAI did not improve examination scores either (p50.85). 9 This study did report, however, a significant increase in efficiency and student perception of learning.…”

Section: Computer-aided Instructionmentioning

confidence: 94%

“…Lecture capture had no effect on presentation grades, and while some studies reported higher examination grades, though not higher final grades compared to historical controls; others reported higher examination grades in historical controls. [6][7][8] The method of delivering the lecture capture was different among the 3 studies. One allowed the videos to be available for 72 hours, 6 1 used a 4-panel view for streaming the lectures, 7 and 1 used prerecorded lectures.…”

Section: Computer-aided Instructionmentioning

confidence: 99%

“…[6][7][8] The method of delivering the lecture capture was different among the 3 studies. One allowed the videos to be available for 72 hours, 6 1 used a 4-panel view for streaming the lectures, 7 and 1 used prerecorded lectures. 8 Additionally, 1 study reported that there was no difference in final course grades for the number of lectures viewed or the minutes of lectures viewed, although the average total number of accessions was low (3.4 out of 24 available).…”

Section: Computer-aided Instructionmentioning

confidence: 99%

“…[6][7][8][9][10][11][12] One study reported no difference in survey scores, 8 while another reported that more students preferred traditional lecture vs the 4-panel method (51% vs 36.6%), 7 and the third study reported that more students used the lectures for completing handouts than studying for examinations. 6 The CD-ROM study reported a perception among students that they learned more (p,0.001) than they did with traditional teaching, but that there was less time for faculty members to answer questions (75% vs 38%; p50.01). 9 The audience response system was well received by students, with 89% stating the method was useful.…”

Section: Computer-aided Instructionmentioning

confidence: 99%

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Effectiveness of Educational Technology to Improve Patient Care in Pharmacy Curricula

Smith

Benedict

2015

American Journal of Pharmaceutical Education

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A review of the literature on the effectiveness of educational technologies to teach patient care skills to pharmacy students was conducted. Nineteen articles met inclusion criteria for the review. Seven of the articles included computer-aided instruction, 4 utilized human-patient simulation, 1 used both computeraided instruction and human-patient simulation, and 7 utilized virtual patients. Educational technology was employed with more than 2700 students at 12 colleges and schools of pharmacy in courses including pharmacotherapeutics, skills and patient care laboratories, drug diversion, and advanced pharmacy practice experience (APPE) orientation. Students who learned by means of human-patient simulation and virtual patients reported enjoying the learning activity, whereas the results with computer-aided instruction were mixed. Moreover, the effect on learning was significant in the humanpatient simulation and virtual patient studies, while conflicting data emerged on the effectiveness of computer-aided instruction.

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Big brother or harbinger of best practice: Can lecture capture actually improve teaching?

Joseph-Richard

Jessop

Okafor

et al. 2018

British Educational Res J

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Lecture capture is used increasingly in the UK, and has become a normal feature of higher education. Most studies on the impact of lecture capture have focused on benefits to student learning, the flipped classroom or student non-attendance at lectures following its introduction. It is less clear how the use of lecture capture has impacted on lecturers' own academic practice. In this study, we use a mixed-methods approach to explore the impact of this intrusive yet invisible technology on the quality of teaching. We have mapped our findings to the UK Professional Standards Framework (UKPSF). In doing so, our data paints a mixed picture of lecture capture's Janus-faced reality. On the one hand, it enhances lecturer self-awareness, planning and conscious 'performance'; on the other hand, it crushes spontaneity, impairs interaction and breeds wariness through constant surveillance. While the Teaching Excellence Framework rewards institutions for providing state-ofthe-art technology and lecture recording systems, our findings pose awkward questions as to whether lecture capture is making teaching more bland and instrumental, albeit neatly aligned to dimensions of the UKPSF. We provide contradictory evidence about lecture capture technology, embraced by students, yet tentatively adopted by most academics. The implications of our study are not straightforward, except to proceed with caution, valuing the benefits but ensuring that learning is not dehumanised through blind acceptance at the moment we press the record button.

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Impact of Online Lecture-capture on Student Outcomes in a Therapeutics Course

Cited by 60 publications

References 7 publications

Student and Faculty Perceptions of Lecture Recording in a Doctor of Pharmacy Curriculum

Student and Faculty Perceptions of Lecture Recording in a Doctor of Pharmacy Curriculum

Effectiveness of Educational Technology to Improve Patient Care in Pharmacy Curricula

Big brother or harbinger of best practice: Can lecture capture actually improve teaching?

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