9/8/2023 0 Comments Recorded lecturesInnovations in Education and Teaching International, 44, 387–399.Ĭouperthwaite, J., Hinrichsen, J., Shields, C. Audio and video podcasts of lectures for campus-based students: Production and evaluation of student use. Australian Journal of Advanced Nursing, 19, 14–21.Ĭopley, J. Lecture capture: First year nurses’ experiences of a web-based lecture technology. Enschede: University of Twente.Ĭooke, M., Watson, B., Blacklock, E., & Manash, M. Models of technology and change in higher education: An international comparative survey on the current and future use of ICT in Higher Education. Flexible learning in a digital world: Experiences and expectations. Educational Technology, 41, 5–18.Ĭollis, B. Stretching the mold, or a new economy? Part 1: Scenarios for the university in 2005. What are the benefits of virtual laboratory on student learning? HERDSA Annual International Conference, Melbourne, Australia, July 1999.Ĭollis, B. Educational Technology and Society, 14, 236–247.Ĭhu, K. Podcasting in education: Student attitudes, behaviour and self-efficacy. Accessed 10 August 2014.Ĭhester, A., Buntine, A., Hammond, K., & Atkinson, L. In ICT: Providing choices for learners and learning. Academic perceptions of the use of Lectopia: A University of Melbourne example. Jeffery (Ed.), Australian Association for Research in Education 2002, Brisbane. (2002) Streaming lectures: Enhanced pedagogy or simply “bells and whistles”? In P. ACM Transactions on Computer-Human Interaction, 11, 121–155.īurnett, B. Lessons learned from eClass: Assessing automated capture and access in the classroom. E-learning strategies of higher education institutions. What’s the use of lectures? San Francisco, CA: Jossey-Bass.īoezerooy, P. Studies in Higher Education, 13, 189–200.īligh, D. Exploring the lecture method: An empirical study. Managing technological change: Strategies for college and university leaders. Journal of Educational Multimedia and Hypermedia, 17, 453–475.īates, T. Media richness and social norms in the choice to attend lectures or to watch them online. Accessed 18 August 2014.Īustralian Vice-Chancellors’ Committee (2001). However, further research is needed to evaluate lecture recordings in different contexts and to develop approaches that enhance its effectiveness.Īpple (2010). It is concluded that the positives of lecture recordings outweigh the negatives and its continued use in higher education is recommended. Lecturers recognise the benefits of lecture recordings for students and themselves, but also perceive several potential disadvantages, such as its negative effect on attendance and engagement, and restricting the style and structure of lectures. They make significant use of the recordings, and the recordings have some demonstrated benefits to student learning outcomes. Students are positive about the availability of lecture recordings. Institutions receive pressure from a range of sources to implement web-based technologies, including from students and financial imperatives, but the selection of appropriate technologies must reflect the vision the institution holds. The reference sections of each article were also searched and a citation search was conducted. Searches were conducted using key terms of lecture capture, podcasts, vodcasts, video podcasts, video streaming, screencast, webcasts, and online video. Literature was drawn from major international electronic databases of Elsevier ScienceDirect, PsycInfo, SAGE Journals, SpringerLink, ERIC and Google Scholar. We examined the literature on lecture recordings for on-campus courses from the perspective of students, lecturers, and the institution. The recordings are subsequently made available to students on-line and have been variously referred to as lecture capture, video podcasts, and Lectopia. One widely-used method is the recording of lectures delivered during face-to-face teaching of on-campus courses. Web-based lecture technologies are being used increasingly in higher education.
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