Producing Lecture Videos from Face-to-Face Teaching

Abstract

Abstract-There is a clear demand for lecture videos in modern education. Nevertheless, the desire to keep face-to-face education remains as well. In such a case, the natural option is to produce videos in face-to-face teaching situations rather than in a studio environment. The challenge this kind of production faces is how to make it to cover an entire degree program cost-efficiently while serving the purpose intended. This article explains the demands set for video production in the context of face-to-face education at the scale of a degree program and how to effectively respond to them in practice. The paper also evaluates the effectiveness and impacts of the production model developed in connection with the Master Studies in Mathematical Information Technology at the Kokkola University Consortium Chydenius. According to the results, with the help of a recording system satisfying the requirements of the education provider it is possible to produce lecture videos at the scale of a degree program, cost-efficiently and in a way that reliably provides support for study.Index Terms-Blended learning, lecture videos, video production.

From face-to-face to blended learning using ICT

“…Reliability was naturally increased by the experience gained from the technologies and the practices formed around them. According to research, the production at this stage was very reliable: during 2008-2010, the success rate was approximately 99%, and in 2011 it was already about 99.4% [10].…”

“…One could, therefore, assume that the extent to which the technologies are utilized indicates that the model is approved by students. The distribution of participation through face-to-face learning and with the help of lecture videos has been investigated in the previous research [10]. The investigation showed that the utilization of the technologies for participation in education plays a fairly important role.…”

How Do Students Blend Their Studies Based on Time and Place?

“…For years now, video participation has had a significant role in participating in the degree programme [18]. During the realisation of the education programme, it has been noted that participation in contact teaching has diminished up to the point of near non-existence over the years.…”