Opportunity costs associated with the provision of student services: a case study of web-based lecture technology

Taplin, Ross; Kerr, Rosemary; Brown, Alistair

doi:10.1007/s10734-013-9677-x

Cited by 26 publications

(29 citation statements)

References 12 publications

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“…The general perceptions of the lecturers are similar to those the students, with a few contradictions over the impact of lecture capture on students’ attendance and academic performance. While the lecturers believe that students’ attendance in the classes was reduced due to lecture capture, also found by other studies [9,22], the students participating in this study prefer to attend the classes despite the availability of lecture capture. This could be due to the nature of engineering courses, where additional notes are written on the whiteboard and hands‐on experiments are important for the complete understanding of the lecture.…”

Section: Discussionsupporting

confidence: 60%

Lecture capture use in engineering education: Influence of students’ social and behavioral factors and teachers’ perceptions

Rahman

Shah

Chowdhury

2018

Comp Applic In Engineering

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This paper discusses the influence of students’ social and behavioral features on lecture capture use in the learning of engineering courses, as well as teachers’ perceptions of pedagogical changes and students’ performance. Results show that the students’ perceptions about lecture capture are highly positive in terms of improving learning and academic performance. With respect to behavioral factors like attention deficit, the study suggests that a significant number of students having difficulties in maintaining attention during lectures and rely on lecture capture for further understanding. With respect to social factors, variation in the use of lecture capture has also been observed between native and non‐native English speaking students, and in students with different levels of past experience in using lecture capture. Lecturers of these engineering courses have expressed optimism about using lecture capture, and have raised concerns about restrictive teaching styles, and the requirement for technological improvements and adequate training.

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Section: Discussionsupporting

confidence: 60%

Lecture capture use in engineering education: Influence of students’ social and behavioral factors and teachers’ perceptions

Rahman

Shah

Chowdhury

2018

Comp Applic In Engineering

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“…2 Teknologi modern yang paling banyak digunakan secara luas di dunia dalam proses perkuliahan adalah rekaman kuliah atau dalam Bahasa Inggris disebut recorded lecture. 3 Rekaman kuliah mengacu pada perkuliahan yang disampaikan oleh penyaji mata kuliah, namun dalam bentuk rekaman satu arah, dari penyaji kepada pendengar. Rekaman inilah yang dapat diakses oleh mahasiswa melalui banyak variasi media.…”

Section: Pendahuluanunclassified

“…Rekaman inilah yang dapat diakses oleh mahasiswa melalui banyak variasi media. 3 Beberapa studi telah membuktikan bahwa mahasiswa pendidikan dokter merasa rekaman kuliah sebagai hal yang berguna dan efektif dalam pembelajaran. [4][5][6][7][8] Rekaman kuliah juga berdampak pada turunnya angka kehadiran mahasiswa pada kuliah langsung pada universitas yang tidak mewajibkan mahasiswanya hadir pada kuliah langsung.…”

Section: Pendahuluanunclassified

Pengalaman Belajar Mahasiswa Kedokteran Dalam Penggunaan Rekaman Kuliah Sebagai Media Pembelajaran

Hakim

Prihatanto²,

Rusli³

2019

JPKI

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Background: Recorded lecture is a type of learning media which the lecturers record their voices when lecturing. This type of media is popular in many universities outside Indonesia. Faculty of Medicine Universitas Airlangga is developing electronic learning using recorded lecture in 2016. This study aimed to learn the experience of college student about the usage of recorded lecture, the impact to their learning style, and their hopes about the implementation of recorded lecture in Faculty of Medicine Universitas Airlangga. Method: This qualitative study applied content analysis design. The variable used are age, gender, intelligence quotient, learning style, learning equipment, experience when using learning media, and busyness in student affairs. Results: Eleven subjects are interviewed. The results are variably different between the subject. There are seven themes arise from the analysis results, for instance: 1) classical class alone was not enough, need another alternative; 2) the recorded lecture was similar with the one in internet; 3) used recorded lecture just for a few times; 4) recorded lecture was very beneficial; 5) the recorded lecture was too long; 6) college students are very busy outside the class; 7) a wish for the improvement og the recorded lectures, both quality and quality. Conclusion: The experience felt by medical education students on the use of recordings still varies. In general, students feel helped by the recording of lectures, on the other hand there are students who are not satisfied with the quality and quantity of lecture recordings provided by the campus. Massive and comprehensive improvements are needed in all aspects of providing lecture records, both in terms of teachers and in terms of technology support Keywords: recorded lecture, content analysis, qualitative research, medical student, electronic learning.

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“…c. Revision: Lecture recordings can be used for revision (Winer and Cooperstock 2002, Brotherton and Abowd 2004). d. Catch-up: Lecture recording can be used for making up missed sessions or to catch-up on things missed in class (Wilson and Weiser 2001, Taplin et al 2014, Eisen et al 2015. Interestingly, Rahman et al (2018) found students can have difficulty maintaining attention during face-face lectures.…”

Section: Do Students Believe Lc Is Beneficial To Their Learning?mentioning

confidence: 99%

Lecture Capture Technology (LCT): Following Some Rules and Breaking Others. The Advantages, Perks, and Pitfalls of LCT Implementation in Large Human Anatomy, Physiology, and Pathophysiology Classrooms

Soon¹,

Hurren²

2018

HAPS ED

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There is much in the literature about the perks and pitfalls of introducing lecture capture technology (LCT) into the classroom, with recommendations and guidelines as well as mixed reports outlining the ensuing expected and unexpected, in terms of positive and negative outcomes. With the goal of providing another student study resource, LCT was introduced into five large anatomy, physiology, and pathophysiology courses at the University of British Columbia Okanagan. Some literature guidelines were followed, including: i) introduce LCT into content-heavy, lecture-based courses, ii) make LCT easy to use for students, iii) make recordings annotated and interesting, and iv) provide enough in-class activity to prevent drops in attendance. Other guidelines were not followed, for example: i) keep videos novel, short, and focussed on problem areas; ii) conduct mid-or postvideo tests; and iii) provide to first-years but not upper-years. This paper details LCT's merits and drawbacks for very different cohorts across three years of an undergraduate program.

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Opportunity costs associated with the provision of student services: a case study of web-based lecture technology

Cited by 26 publications

References 12 publications

Lecture capture use in engineering education: Influence of students’ social and behavioral factors and teachers’ perceptions

Lecture capture use in engineering education: Influence of students’ social and behavioral factors and teachers’ perceptions

Pengalaman Belajar Mahasiswa Kedokteran Dalam Penggunaan Rekaman Kuliah Sebagai Media Pembelajaran

Lecture Capture Technology (LCT): Following Some Rules and Breaking Others. The Advantages, Perks, and Pitfalls of LCT Implementation in Large Human Anatomy, Physiology, and Pathophysiology Classrooms

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