The Case for Captioned Lectures in Australian Higher Education

Kent, M.; Ellis, Katie; Latter, Natalie; Peaty, Gwyneth

doi:10.1007/s11528-017-0225-x

Cited by 24 publications

(18 citation statements)

References 39 publications

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“…The 10 video clips were produced in 3 different formats, a “silent” version with background music, a narrated and subtitled version with background music and a narrated and subtitled version with no background music. Subtitles offer benefits of clarifying technical terminology and allow students to watch videos in sound‐sensitive environments, such as public transport and libraries . An additional 5 video clips were produced to allow multiple‐choice questions to be embedded, using the Kaltura Video Platform (https://corp.kaltura.com/), for student revision.…”

Section: Methodsmentioning

confidence: 99%

“…Subtitles offer benefits of clarifying technical terminology and allow students to watch videos in sound-sensitive environments, such as public transport and libraries. 11 An additional 5 video clips were produced to allow multiple-choice questions to be embedded, using the Kaltura Video Platform (https://corp.kaltura.com/), for student revision.…”

Section: Me Thodsmentioning

confidence: 99%

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An innovative educational approach in using instructional videos to teach dental local anaesthetic skills

Wong

Apthorpe

Ruiz

et al. 2018

Eur J Dental Education

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Section: Methodsmentioning

confidence: 99%

Section: Me Thodsmentioning

confidence: 99%

An innovative educational approach in using instructional videos to teach dental local anaesthetic skills

Wong

Apthorpe

Ruiz

et al. 2018

Eur J Dental Education

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show abstract

“…We believe that a large part of the driving force behind the controversy may stem from a lack of concrete guidance for how to maximise the pedagogic value of recordings. For example, in an early example, without captions, recordings do little to help the needs of deaf or hard-of-hearing students (see Kent et al(2018) for a convincing argument that all recorded lectures should be captioned), however, for the purposes of this paper, we will focus on lecture capture as a general educational provision for all students.…”

Section: Introductionmentioning

confidence: 99%

Lecture capture: Practical recommendations for students and instructors.

Nordmann¹,

Küepper-Tetzel²,

Robson³

et al. 2022

Scholarship of Teaching and Learning in Psychology

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In this paper, we provide practical recommendations to help promote self-regulated strategies for the use of lecture capture for both students and instructors. For students, we suggest that the importance of attendance and effective note-taking should be reinforced, as well as specifying how lecture capture can best be used as a catch-up or revision aid. For instructors, we highlight the need to provide guidance for students on how to learn and to adopt a context-dependent approach to lecture capture based on pedagogical considerations, rather than all-or-nothing. Regarding the issue of the relationship between lecture capture and attendance, we suggest the focus should move to a more nuanced discussion of why students fail to attend lectures and how they are using lecture capture. Finally, we discuss other concerns commonly raised by instructors related to lecture capture. Our student guidance is available for dissemination in infographic form at https://osf.io/esd2q/files/. review of the literature, Witthaus and Robinson (2015) state that empirical studies rarely indicated that much advice was given to students on how to use lecture capture. There are excellent examples of guidance available at the local level (see e.g., "7 ways to get the most out of lecture capture: A guide for students"), but it is notable that the existence or use of such guidance does not always permeate to the instructor level, perhaps because the format of the guidance generally targets students, or perhaps because it has not been accompanied by a robust evidence base. We are not alone in thinking that there is a need for more guidance, but rather join recent calls for support for both students and instructors (French & Kennedy, 2017; MacKay, 2019) in recognition that neither should be expected to instinctively understand how best to use lecture capture without explicit guidance. Research on the impact of lecture capture has lagged behind the adoption of lecture capture and there is more work to be done. However, this should not preclude us from applying the wealth of cognitive and educational research on learning and teaching more generally to help support the use of lecture capture whilst this work evolves. Thus, the aim of the current paper is to provide guidance to students and instructors on how effective learning and teaching strategies can support the use of lecture recordings in higher education. Our paper is predominantly aimed at higher education practitioners, namely those involved in the provision of lecture recordings-instructors, learning technologists, and policy makers. However, to aid dissemination of our guidelines to students, we also provide infographic institution-agnostic guides in English, German, Welsh, and Dutch, that can be shared with students where lecture capture is used (see LINK REDACTED FOR REVIEW, SEE SUPPLEMENTARY MATERIALS). Whilst we will discuss relevant research, for a comprehensive overview of the lecture capture literature or policies we direct the interested reader to existing reviews (e.g., O'Cal...

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“…GEMMELL et al, 2015;HARRISON et al, 2018;HYETT et al, 2018;MITTELMEIER et al, 2017;POUROMID, 2019;STANWAY et al, 2019;WIHLBORG et al, 2017). (ALTINAY et al, 2019;HOWARD et al, 2017;KENT et al, 2017;KUNG, 2017;MORONG;DESBIENS, 2016). The first category is composed of articles that evaluate the experiences of students and use some kind of digital learning platform.…”

Section: Analysis Of Resultsmentioning

confidence: 99%

“…These guidelines provide a basis for an online design methodology to support intercultural learning and enable formative assessment of pedagogy, learning activities, and assessment applications. Kent et al (2017) The authors discussed the strategic benefits of digital content subtitles for a wide range of students, and how increasing internationalization affects culturally and commercially subtitling options. The authors highlighted that the increase in the internationalization of education is positively affecting for more captioned content in higher education institutions.…”

Section: Authors Approachmentioning

confidence: 99%

Digital Learning Platforms: An Integrative Review to Support Internationalization of Higher Education

2020

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The process of integrating an international, intercultural, and global dimension into the purpose, functions or delivery of education defines the Internationalization of Higher Education (IoHE). Due to lack of resources for education, internationalization at home (IaH) has gained popularity. Internationalization of Higher Education involving Information and Communication Technology (ICT) opens opportunities for innovative learning approaches across nations and cultures. The purpose of this paper is to analyze the scientific publications of recent years on digital learning platforms related to IoHE. For this, a descriptive exploratory research was conducted based on an integrative literature review. Analysis of this field shows that e-learning platforms have boosted online and distance learning and diversified the IoHE landscape. Collaborative Online International Learning (COIL) programs emerge as part of IaH and reflect the growing link between ICTs, social media, and internationalization. The concept of virtual internationalization can be used as a conceptual framework to promote IoHE.

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The Case for Captioned Lectures in Australian Higher Education

Cited by 24 publications

References 39 publications

An innovative educational approach in using instructional videos to teach dental local anaesthetic skills

An innovative educational approach in using instructional videos to teach dental local anaesthetic skills

Lecture capture: Practical recommendations for students and instructors.

Digital Learning Platforms: An Integrative Review to Support Internationalization of Higher Education

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