![]() Bringing the classroom to the web: Effects of using new technologies to capture and deliver lectures. American Journal of Agricultural Economics, 78, 499–507.ĭey, E. Evaluation of factors influencing student class attendance and performance. MIT Faculty Newsletter, 18(March/April), 6–7.ĭevadoss, S., & Foltz, S. Student use of web based lecture technologies in blended learning: Do these reflect study patterns? In Same places different spaces. Journal of College Science Teaching, 39, 72–79.Ĭraig, P., et al. Assessment of the impact of case studies on student learning gains in an introductory biology course. In Proceedings of the 1st international conference on learning analytics and knowledge (pp. The who, what, when, and why of lecture capture. Student decisions about lecture attendance: Do electronic course materials matter? Academic Medicine, 82(10), S73–S76. Jacksonville, FL.īillings-Gagliardi, S., & Mazor, K. In Paper presented at the 11th International Conference on College Teaching and Learning. The “classroom flip”: Using web course management tools to become the guide by the side. Cell Biology Education, 4, 262–268.īaker, J. Infusing active learning into the large-enrollment biology class: Seven strategies, from the simple to complex. Journal of Educational Technology & Society, 16(1), 69–78.Īllen, D., & Tanner, K. Lecture capture in engineering classes: Bridging gaps and enhancing learning. It supports the growing evidence that provision of recorded lectures to students prior to scheduled classes does not automatically lead to lecture absenteeism. This research contributes to the significant contribution of recorded lecture materials to student learning. Participants also reported that viewing recorded lectures is unlikely to influence their willingness to attend scheduled lectures. Further analysis showed that students are more likely to use recorded materials when revising the course or studying for final exams. It revealed that provision of recorded lectures helps students to prepare for scheduled lectures. Results suggest students significantly value recorded lecture materials. It also examined whether presenting students with recorded materials prior to scheduled lectures can influence class attendance. This chapter presents results of a study aimed at understanding student engagement with recorded lectures and their perceptions on the value of these materials to their learning.
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