Non‐native english language speakers benefit most from the use of lecture capture in medical school

Shaw, Graham P.; Molnár, Dávid

doi:10.1002/bmb.20552

Cited by 50 publications

(44 citation statements)

References 16 publications

(18 reference statements)

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“…Shaw and Molnar (2011) examined the impact of lecture capture in a medical school course. Their study found no correlation between final course grades and the number of times students accessed lectures.…”

Section: Previous Researchmentioning

confidence: 99%

Lecture Capture Technology and Student Performance in an Operations Management Course

Sloan

Lewis

2014

Decision Sci J Innov Edu

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Lecture capture technologies (LCT) such as Echo360, Mediasite, and Tegrity have become very popular in recent years. Many studies have shown that students favor the use of such technology, but relatively little research has studied the impact of LCT on learning. This article examines two research questions: (1) whether the use of LCT actually enhances learning outcomes, and (2) how instructors can increase students' use of lecture capture materials. We address these questions using data from an undergraduate Operations Management course at a mid-size, public university. Results indicate that access of lecture capture videos is associated with higher exam scores, even after controlling for previous exam performance. In addition, efforts to promote the use of lecture capture materials increase their use. We offer several suggestions to instructors who wish to increase their students' use of lecture capture materials, which are equally applicable across all disciplines.

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Section: Previous Researchmentioning

confidence: 99%

Lecture Capture Technology and Student Performance in an Operations Management Course

Sloan

Lewis

2014

Decision Sci J Innov Edu

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“…T here is a sizeable body of literature about the education of "English as a second language" (ESL) students in health sciences; [1][2][3][4] however, much of this information addresses ESL students in English speaking countries. There is less information about the challenges faced by ESL students studying health sciences in English in non-English speaking countries.…”

Section: Advances In Knowledge -"English As a Second Language" (Esl) mentioning

confidence: 99%

Comparative Difficulties with Non-Scientific General Vocabulary and Scientific - Medical Terminology in English as a Second Language ( ESL ) Medical Students

Heming¹,

Nandagopal²

2012

SQUMJ

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Objectives: Medical education requires student comprehension of both technical (scientific/ medical) and non-technical (general) vocabulary. Our experience with "English as a second language" (ESL) Arab students suggested they often have problems comprehending scientific statements because of weaknesses in their understanding of non-scientific vocabulary. This study aimed to determine whether ESL students have difficulties with general vocabulary that could hinder their understanding of scientific/medical texts. Methods: A survey containing English text was given to ESL students in the premedical years of an English-medium medical school in an Arabic country. The survey consisted of sample questions from the Medical College Admission Test (USA). Students were instructed to identify all unknown words in the text. Results: ESL students commenced premedical studies with substantial deficiencies in English vocabulary. Students from English-medium secondary schools had a selective deficiency in scientific/medical terminology which disappeared with time. Students from Arabicmedium secondary schools had equal difficulty with general and scientific/medical vocabulary. Deficiencies in both areas diminished with time but remained even after three years of English-medium higher education. Conclusion: Typically, when teaching technical subjects to ESL students, attention is focused on subject-unique vocabulary and associated modifiers. This study highlights that ESL students also face difficulties with the general vocabulary used to construct statements employing technical words. Such students would benefit from increases in general vocabulary knowledge.

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“…Files can take the form of either audio only or audio combined with video, with research showing that students prefer the latter (Embi, Biddinger, Goldenhar, Schick, Kaya & Held, 2006). Lecture capture describes the multimedia capturing of live lectures before an audience of students in higher education, and while this phrase is sometimes used synonymously with other terms including podcasting and vodcasting (for examples of the use of these terms, see Shaw & Molnar, 2011;Vajoczki, Watt, Marquis, & Holshausen, 2010). According to Cambridge Dictionaries Online, a podcast is more accurately defined as an audio-only recording ("Podcast", n.d.) while a vodcast is a video recording ("Vodcast", n.d.).…”

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confidence: 99%

Use of Lecture Capture in Undergraduate Biological Science Education

Wiese

Newton

2013

cjsotl-rcacea

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This study examined the use of lecture capture in students in a large 3rd year undergraduate biological science course at the University of Guelph. Data regarding viewing behaviour, academic performance, and attendance were analyzed in relation to student learning approach (as assessed by the R-SPQ-2F), gender, and year of post-secondary education. It was found that relative to historic controls, students provided lecture capture videos increased their final exam grade by approximately 5%. It was also found that learning approach was significantly related to video viewing behaviour, final exam performance, and attendance, with a deep learning approach being associated with more video views, better performance, and a greater tendency to watch videos to master and review material. A surface approach showed contrasting associations. Moreover, a higher deep approach score was related to fewer absences, while a higher surface approach score was related to more absences and increased the likelihood of a student missing a class. Gender also influenced viewing behaviour, with females being more likely than males to watch videos to generate notes and to review material. This research demonstrates that learning approach and gender are significant predictors of lecture capture behaviour, performance, and/or attendance in biological science education, and provides support for the use of lecture capture as a tool to improve academic performance. Cette étude examine l’utilisation de la capture de cours dans une grande classe d’étudiants de premier cycle inscrits à un cours de sciences biologiques de troisième année. Les données relatives au comportement de visionnement des vidéos, aux résultats académiques et à l’assiduité ont été analysées en relation avec l’approche d’apprentissage des étudiants (telle que mesurée par le R-SPQ-2F), le sexe et l’année d’études post-secondaires. Cette étude a montré que, comparativement aux contrôles historiques, les notes obtenues aux examens finals par les étudiants exposés à des vidéos académiques étaient de 5 % supérieures. L’étude a également indiqué que l’approche d’apprentissage était liée de façon significative au comportement de visionnement, aux résultats obtenus aux examens finals et à l’assiduité, et que l’approche en profondeur était liée à un nombre supérieur de visionnements des vidéos, à de meilleurs résultats et à une tendance accrue à regarder les vidéos afin de maîtriser et de réviser la matière. L’approche en surface a indiqué des associations contrastées. De plus, un score supérieur d’approche en profondeur était lié à un nombre moins élevé d’absences alors que l’approche en surface était liée à davantage d’absences et qu’elle augmentait les possibilités que les étudiants soient absents en classe. Le sexe avait également une incidence sur le comportement de visionnement, les femmes ayant davantage tendance à regarder les vidéos afin de prendre des notes et de réviser la matière que les hommes. Cette recherche a montré que l’approche d’apprentissage et le sexe sont des indicateurs importants de comportement en ce qui concerne la capture de cours, la performance et/ou l’assiduité dans le domaine des sciences biologiques et qu’elle offre un soutien efficace pour l’utilisation de la capture de cours en tant qu’outil pour améliorer la performance académique.

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Non‐native english language speakers benefit most from the use of lecture capture in medical school

Cited by 50 publications

References 16 publications

Lecture Capture Technology and Student Performance in an Operations Management Course

Lecture Capture Technology and Student Performance in an Operations Management Course

Comparative Difficulties with Non-Scientific General Vocabulary and Scientific - Medical Terminology in English as a Second Language ( ESL ) Medical Students

Use of Lecture Capture in Undergraduate Biological Science Education

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