Sentiment Analysis of Student Engagement with Lecture Recording

Nkomo, Larian M.; Daniel, Ben Kei

doi:10.1007/s11528-020-00563-8

Cited by 29 publications

(27 citation statements)

References 39 publications

(59 reference statements)

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“…This finding is echoed in many prior studies that claim recordings to be useful to students (Benito et al, 2021;Naidoo, 2020;Vale et al, 2020;Yuan, 2021) and are preferred to synchronous instruction (Songca et al, 2021). These studies argue that recordings benefit students by enhancing engagement, supplementing classes (Nkomo & Daniel, 2021), providing an alternative to missed classes (Mohmmed et al, 2020) and allowing students to review unclear concepts (Czerniewicz et al, 2020;Yuan, 2021).…”

Section: Students' Perceptions About Erlmentioning

confidence: 86%

“…The use of videos and recordings was highly appreciated by students (Naidoo, 2020) who were keen to utilise recordings for learning (Yuan, 2021) and as a result, reported enhanced learning experiences (Benito et al, 2021;Vale et al, 2020). Recordings have been reported to improve students' interaction with the course content as they paid more attention to synchronous engagements instead of focusing on note-taking (Nkomo & Daniel, 2021). Lecture recordings are a critical resource for review to students who got lost in a class (Czerniewicz et al, 2020) or did not understand a concept because of its complexity or difficulties in understanding the lecturer (Nkomo & Daniel, 2021).…”

Section: Positive Experiencesmentioning

confidence: 99%

“…Recordings have been reported to improve students' interaction with the course content as they paid more attention to synchronous engagements instead of focusing on note-taking (Nkomo & Daniel, 2021). Lecture recordings are a critical resource for review to students who got lost in a class (Czerniewicz et al, 2020) or did not understand a concept because of its complexity or difficulties in understanding the lecturer (Nkomo & Daniel, 2021). Yuan (2021) argues that recorded videos assist students to Matarirano,…”

Section: Positive Experiencesmentioning

confidence: 99%

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Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution

Matarirano

Gqokonqana

Yeboah

2021

RESSAT

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COVID-19 pandemic forced several higher education institutions (HEI) to operate remotely. Emergency remote teaching, using synchronous and asynchronous instruction, was adopted by several HEIs. The experiences of students with remote teaching and learning in certain situations are not fully understood, thus need to be explored. This study explored the experiences of students with the emergency remote teaching and learning practices adopted at a selected HEI in South Africa. A cross-sectional and self-administered survey was used to gather data from 243 conveniently sampled returning students within the Department of Accounting and Finance. Descriptive statistics were used to make sense of the collected data. The study found that students preferred a face-to-face approach to learning to remote learning. The respondents underscored insufficient data, unstable network connection, unconducive home environments and loneliness as deterrents to effective remote learning. Despite these negative experiences, students appreciated the flexibility and convenience of recorded video lectures and acknowledged the compassion and support of lecturers during remote learning. An understanding of the experiences of students during remote learning provides a basis for future teaching plans, which would improve students' learning experiences. In its current format and students living in their home environments, remote learning greatly diminishes the chances of success for most students. Lecturers need to be compassionate and considerate of student’s struggles in their plans for remote teaching and learning as well as online learning.

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Section: Students' Perceptions About Erlmentioning

confidence: 86%

Section: Positive Experiencesmentioning

confidence: 99%

Section: Positive Experiencesmentioning

confidence: 99%

See 1 more Smart Citation

Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution

Matarirano

Gqokonqana

Yeboah

2021

RESSAT

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“…It is up to the students when and how often the lectures are processed. In addition, pausing the lectures allows students to adapt to their own learning speed [ 16 ].…”

Section: Discussionmentioning

confidence: 99%

COVID-19: a catalyst for the digitization of surgical teaching at a German University Hospital

et al. 2022

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Background The summer semester 2020, had to be restructured due to the SARS-CoV-2 pandemic and the associated contact restrictions. Here, for the first time, the established lectures in lecture halls and small group seminars could not be conducted in presence as usual. A possible tool for the implementation of medical teaching, offers the use of eLearning, online webinars and learning platforms. At present it is unclear how the SARS-CoV-2 pandemic will affect surgical teaching, how digitization will be accepted by students, and how virtual teaching can be expanded in the future. Methods The teaching, which was previously delivered purely through face-to-face lectures, was completely converted to digital media. For this purpose, all lectures were recorded and were available to students on demand. The seminars were held as a twice a week occurring online webinar. The block internship was also conducted as a daily online webinar and concluded with an online exam at the end. At the end of the semester, a survey of the students was carried out, which was answered by n = 192 students with an anonymized questionnaire. The questionnaire inquires about the previous and current experience with eLearning, as well as the possibility of a further development towards a purely digital university. Results There were n = 192 students in the study population. For 88%, the conversion of classes to web-based lectures represented their first eLearning experience. For 77% of all students, the digitization of teaching led to a change in the way they prepare for class. 73% of the participating students are of the opinion that eLearning lectures should continue to be offered. 54% of the students felt that eLearning lectures made more sense than face-to-face lectures. A purely virtual university could be imagined by 41% of the students. Conclusion The conversion of teaching represented the first contact with eLearning for most students. Overall, the eLearning offering was experienced as positive. Due to the new teaching structure, the way of learning had already changed during the semester. Based on the new eLearning content, the already existing formats can be further expanded in the future. Nevertheless, it turned out that the practical-surgical contents and skills cannot be adequately represented by purely online offers; for this, the development of hybrid practice-oriented teaching concepts is necessary.

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“…A recent synthesis of student engagement with digital technologies conducted by Nkomo and Daniel (2021) reports on some issues of concern that have serious implications for the future of online learning. They caution that student engagement is a complex concept and educational researchers do not always agree on what constitutes engagement.…”

Section: Discussionmentioning

confidence: 99%

Asynchronous Tools for Interaction and Collaboration

Davidson-Shivers

Rand

2022

Handbook of Open, Distance and Digital Education

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The shift from conventional classrooms to the use of various types of distributed education is well documented in the literature. This shift occurred over the past 30 years, if not longer. Open, distance, and digital education (or ODDE) has become ubiquitous in education and training in a variety of settings such as the military, business, higher education, and K12 schools. More recently, ODDE has seen a rise in use in other settings, such as health care organizations. Although both synchronous and asynchronous technologies are available for teaching and learning, it appears that asynchronous tools are predominant in these settings. The use of asynchronous tools is the primary focus of this chapter, with consideration of both the technologies employed and the strategies applied. The purposes are to summarize their appropriate uses in terms of collaborative learning and share any insights to guide future research and practice. The chapter begins with a brief definition of terms used in this chapter along with descriptions of the types and purposes of asynchronous tools. The chapter culminates in directions for future research as well as any improvements in ODDE practice.

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Sentiment Analysis of Student Engagement with Lecture Recording

Cited by 29 publications

References 39 publications

Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution

Students’ Responses to Multi-Modal Emergency Remote Learning During COVID-19 in a South African Higher Institution

COVID-19: a catalyst for the digitization of surgical teaching at a German University Hospital

Asynchronous Tools for Interaction and Collaboration

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