The Use of Pre-recorded Lectures on Student Performance in Physiology

Abstract

There has been an increase in reliance on pre-recorded lectures (PRL) as a source of learning in place of live-lectures (LL) in higher education today but whether PRL can effectively replace LL remains unknown. We tested how students performed in the exam questions when PRL replaced LL. While PRL+ group included those students who watched the video lectures, PRL-group was composed of students who either did not utilize these videos or accessed only briefly. Additional analysis involved the separation of exam questions, from both LL and PRL, into memory questions (MQ; basic factual details) and comprehension questions (CQ; requiring processing of the given information) and their comparisons. We did not find any significant difference in student performance between the LL and PRL groups as well as between LLMQ and PRL+MQ groups. However, students in the LL group performed significantly better on CQ compared to the PRL+ group (P<0.05). Furthermore, analysis of student performance between MQ and CQ among the PRL+ and PRL-groups revealed that both groups performed significantly higher on MQ compared to CQ (p<0.01 between PRL+MQ and PRL+CQ and p<0.05 between PRL-MQ and PRL-CQ). These results suggest that LL helps students perform better on CQ, where it requires processing of given information compared to that of PRL. The effectiveness of PRL, at least from this study, is limited to mastering basic factual details but not suitable for complex conceptual processing and therefore may not fully be able to replace LL.

Effect of flipped teaching on student performance and perceptions in an Introductory Physiology course

“…The in-class lectures were recorded in real time using Panopto and were made available to students immediately after lecture if they wanted to review. The use of lecture capture in teaching this class is reported as a separate study (13). The availability of recorded live lectures, as one may suspect, did not affect student attendance due to the in-class quiz in every class.…”

Learning and Students’ Experiences with Blended Education

“…With regard to online phase, the students appreciate the fact that they can work at their own pace (e.g., Ragusa, 2017). They also appreciate the interactions with pre-recorded lectures -the possibilities to pause, to reflect, to watch again (e.g., Hadgu, Hoang-Vy Huynh, & Gopalan, 2016). This could be because, -The ability to pause and replay the videos may aid in memorization of new information whereas in LL [live-lecture], students rely on their ability to take adequate notes‖ (Hadgu, Hoang-Vy Huynh, & Gopalan, 2016:110).…”

“…To continue, the students also stress that it is crucial that pre-recorded lectures are vivid and intense. Hadgu, Hoang-Vy Huynh and Gopalan (2016) in their article on pre-recorded lectures refer to observations by Lovell and Plantegenest (2006) who suggest that pre-recorded lectures might be less effective due to -the lack of visual stimulation and kinesics‖ (2016:110). Importantly, students point out that their own learning strategy, which is about commitment, determination and personal effort, is essential for positive learning experience during online study.…”

The Impact of Live Lectures and Pre-recorded Videos on Students' Online Learning Satisfaction and Academic Achievement in a Malaysian Private University

“…However, teachers have control over adding supporting material for visual stimulation and engagement. As an example, interactive simulations can be linked to recorded material to display effective simulation for the teaching of important concepts passively, at the benefit of students" own learning time [9]. As there is a significant delay in time for learning to be received, the asynchronous delivery is a model of approach for passive learners.…”