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The Use and Abuse of Lecture Recordings:

The Use and Abuse of Lecture Recordings: The Student’s opinion on their positive and negative aspects. The Use and Abuse of Lecture Recordings. Students will record with or without permission Benefits debated in the literature Much of the research is based on: Non-STEM subjects

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The Use and Abuse of Lecture Recordings:

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  1. The Use and Abuse of Lecture Recordings: The Student’s opinion on their positive and negative aspects.

  2. The Use and Abuse of Lecture Recordings Students will record with or without permission Benefits debated in the literature Much of the research is based on: Non-STEM subjects Smaller classes A brief taste of a study looking at the student's perspective

  3. The Use and Abuse of Lecture Recordings Students will record with or without permission Benefits debated in the literature Much of the research is based on: Non-STEM subjects Smaller classes A brief taste of a study looking at the student's perspective

  4. The Use and Abuse of Lecture Recordings Podcasts were made available to final year students on a core module Additional vidcast material was also made available for some lectures Students were asked to complete anonymous surveys Quantitative (7 point Likert scale) Qualitative Small group of students also surveyed to 'dig deeper'

  5. Quantitative Results • I would like podcasts to be available in all lectures? • I would like vidcasts to be available in all lectures?

  6. Quantitative Results • I feel that I used the podcasted material effectively? • I would use the material in a different way next time?

  7. Quantitative Results • What part did the recorded material play in your revision strategy?

  8. Qualitative Results(with correction of spelling and grammar) "The podcasts were great if I needed to review something, but I couldn't use them for studying" "I noted down the times on my notes, while I was in the lecture theatre, so that I could go straight to the right part of the podcast" "I liked the videos, but I only looked at a bit of them, when I was confused"

  9. Qualitative Results(with correction of spelling and grammar) "The podcasts were great if I needed to review something, but I couldn't use them for studying" "I noted down the times on my notes, while I was in the lecture theatre, so that I could go straight to the right part of the podcast" "I liked the videos, but I only looked at a bit of them, when I was confused"

  10. Qualitative Results(with correction of spelling and grammar) "I always meant to make notes on the podcasts, but ran out of time and didn't have enough time to listen to them all. I wish I had taken more notes in the lecture theatre" "It wasn't the same when I listened to the lecture again and it took ages to listen" "There were a few lectures when I felt unwell (hangover), I used the podcasts but it wasn't as easy to write notes"

  11. Qualitative Results(with correction of spelling and grammar) "I always meant to make notes on the podcasts, but ran out of time and didn't have enough time to listen to them all. I wish I had taken more notes in the lecture theatre" "It wasn't the same when I listened to the lecture again and it took ages to listen" "There were a few lectures when I felt unwell (hangover), I used the podcasts but it wasn't as easy to write notes"

  12. Engagement (with correction of spelling and grammar) "I get the most from taking my own notes during a lecture" "I tried to take notes, but I guess I drifted a bit more than normal" "One lecture, me and my pals spent most of the time on facebook"

  13. What has been learned so far? • Most students have false expectations of : • How they will use it. • When they will use it. • How useful it will be. • Most students would still want the availability • BUT, most would use it in a different way • Students are unable to fully utilize resource • Not as IT literate as we think.

  14. Simple Solutions Play a click between slides Be aware that you cannot be seen on the recording Suggest good strategies for learning

  15. Simple Solutions Play a click between slides Be aware that you cannot be seen on the recording Suggest good strategies for learning

  16. Should we be encouraging it? One group benefits One group suffers

  17. Should we be encouraging it? One group benefits One group suffers

  18. Just a taster • More data collected and more in the process of collection • Correlation with outcome and learning style? • The bigger the study the more valid the results

  19. Just a taster • More data collected and more in the process of collection • Correlation with outcome and learning style? • The bigger the study the more valid the results

  20. THANK YOU #portersDNA m.j.porter1@bradford.ac.uk Dr. Michael J. Porter Lecturer in Molecular Genetics Biomedical Science School of Medical Sciences

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