Of course I have no idea if downloads were passed on but in those first six year there was little difference in attendance and drop-off rates between my classses and those of my colleagues, and that pattern continued in the years when all lectures were recorded. Sorry if I missed it, but recorded how? I provided audio from each lecture plus written notes with definitions, key illustrations, etc. The latter I do for all my classes. Method: Start talking, set up voice recorder on my phone, place phone on the chalk rack of the blackboard, upload audio file to course website later that day.
Your method… video? If so, did you do this yourself or have IT set it up, etc? And thanks! Pingback: Recording lectures is good for students, good for instructors, and good for public health — Dynamic Ecology The Waterthrush Blog. You are commenting using your WordPress.
You are commenting using your Google account. You are commenting using your Twitter account. You are commenting using your Facebook account. Notify me of new comments via email. Notify me of new posts via email. This site uses Akismet to reduce spam. Learn how your comment data is processed. In the context of coronavirus, I think there are a few key things for instructors: Record lectures and make them available to all students.
This is straightforward for many classes at Michigan, thanks to Lecture Capture integrating with Canvas. Otherwise, you are encouraging sick people to come to your classroom. This is important because, even near the end of the semester, I still talk with students who are surprised to learn that they can miss several classes without it impacting their clicker points.
That always makes me wonder how many students are coming to class when they are sick just for those points. Like this: Like Loading Gosh, long comment. Probably should have just made this a blog post! Leave a Comment Cancel reply Enter your comment here Fill in your details below or click an icon to log in:. Email required Address never made public. Name required. Follow Following. Dynamic Ecology Join 20, other followers.
Sign me up. Already have a WordPress. Log in now. It's impossible to remember everything that's said during a lecture. Here are 5 ways recording lectures will help you remember the information at test time. And that means more gruelling study hours. Instructors can upload the relevant videos that their colleagues have recorded for their students to watch. This is a great way for students to experience different voices in a single course, and it reinforces the idea that teaching can be a collaborative and collective effort.
Obviously, the effectiveness and value of this are highly field and course dependent and require significant local discussion and planning. Additional information and details on UC copyright policy can be found here , with a nice summary provided on the DTEI website here. Even as we transition back to in-person instruction, there are plenty of benefits to recording live lectures and posting them for students to review. First, this is great as an accommodation tool for students who have disabilities that make it difficult for them to hear, process, or take notes during live lectures.
It is also helpful for students who may have to miss class. Recording our lectures and making them available for students to review is an important step in creating a welcoming, supportive, and inclusive learning environment. Additionally, posting recorded lectures allows students to revisit particularly challenging material. Rewatching difficult lectures can help students gain clarity on many of the concepts they were initially confused about and can also help them identify the areas that they are still struggling with.
This in turn helps students understand what to focus on during class discussions or office hours. Utilizing lectures in this fashion to achieve real equity in our courses is an area of active research and experimentation. It needs to be combined with well-thought-out course policies and overall course goals. I am looking forward to ongoing discussions at the department level as we learn more about the uses of lectures in this space.
Instructors can also benefit from recording short informational videos outside of class lectures. For instance, instructors can record and post videos that provide an overview of the week ahead, including the key concepts that will be covered in class and cues about how students can best direct their learning.
This ensures that students will come to class better prepared and ready to engage in meaningful discussions. Instructors can also record short videos that augment or clarify something discussed in class. For instance, if an instructor comes up with a better way to explain or expand upon a topic covered in a previous lecture, they can simply record and post a short video with this extra explanation for their students to watch on their own time.
Just because a student was present in the room does not mean he or she participated in the lecture. While lecturing, I have observed students whose focus is elsewhere. A lack of participation might have negatively affected their assessment outcomes. The survey of students in the first-year basic science optometry course indicated that It is also important to point out that in the free response portion of the survey, many other students indicated they used both despite choosing only one choice as instructed.
These numbers did not differ greatly from those reported by Cardall et al. These results were similar to Owston et al. They found higher-performing students did not view recorded lectures as frequently as lower-performing students. When higher-performing students viewed a recorded lecture, they viewed only sections of the lecture they needed to review and often only viewed these sections once.
The lower-performing students viewed the recorded lecture several times and in its entirety. The question posed to students about their lecture preference was designed so they answered either L-only or R-only. This was perhaps limiting since some students indicated they liked both methods of instruction. The reasons students use recorded lectures have been investigated by several studies. The lecturer, the subject and availability of other learning resources are key determining factors as to whether a student attends a live lecture or uses a recording.
Eisen et al. The participants in the Eisen et al. Another reason students use recordings is because they find it more efficient. The students suggested that the use of video recorded lectures increased the speed of acquiring the information presented. More than half of the participants in a study by Cardall et al. However, they did not state if they preferred to increase or decrease the pace of the lecture. It is of interest to note that increasing the recording speed might not actually be beneficial.
Song et al. The first cohort watched the video at a speed of 1. The students were then given a written assessment. The results indicated that the cohort who watched the video at 1. Not every student gave a free response to explain his or her lecture style preference. However, this section of the study did receive approximately equal representation of reasons from students who preferred L-only responses and those who preferred R-only responses.
I am confident these responses represented the cohorts as a whole because little difference in reasoning existed between the two cohorts. Many aspects of this study could yield additional and interesting results. For example, this study involved a basic science course taken by first-year optometry students.
I have found that some students erroneously consider this material unrelated to the optometric profession. It would be interesting to examine student assessment outcomes from a course, such as ocular disease, that has a more direct involvement in optometry. Because poorer-performing students showed a difference in assessment outcomes when watching L-only vs. R-only lectures, I would like to examine the impact of timing of lecture availability on assessment outcomes.
Finally, many recording platforms, including Panopto, allow for live streaming of lectures as they are given. It would be interesting to examine the assessment outcomes of students who view the live lecture remotely vs. To my knowledge, this is the first study to examine the assessment outcomes of optometry students who were exposed to lectures delivered live or recorded.
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