16 SES 14, The Impact of ICT
The use of video capture of lectures in Higher Education is not a recent occurrence with web based learning technologies including digital recording of live lectures becoming increasing commonly offered by universities throughout the world (Holliman and Scanlon, 2004). However in the past decade the increase in technical infrastructural provision including the availability of high speed broadband has increased the potential and use of videoed lecture capture. This had led to a variety of lecture capture formats including pod casting, live streaming or delayed broadcasting of whole or part of lectures.
Additionally in the past five years there has been a significant increase in the popularity of online learning, specifically via Massive Open Online Courses (MOOCs) (Vardi, 2014). One of the key aspects of MOOCs is the simulated recording of lecture like activities. There has been and continues to be much debate on the consequences of the popularity of MOOCs, especially in relation to its potential uses within established University programmes. However there are also concerns that it may affect future enrolments in attendance based courses with Jordan reporting that “the average MOOC course is found to enrol around 43,000 students”, (Jordan 2014).
There have been a number of studies dedicated to the effects of videoing lectures.
The clustered areas of research in video lecture capture have the following main themes:
- Staff perceptions including attendance, performance of students and staff workload
- Reinforcement versus replacement of lectures
- Improved flexibility of learning
- Facilitating engaging and effective learning experiences
- Student usage, perception and satisfaction
- Facilitating students learning at their own pace
Most of the body of the research has concentrated on student and faculty perceptions, including academic achievement, student attendance and engagement (Johnston et al, 2012).
Generally the research has been positive in review of the benefits of lecture capture for both students and faculty. This perception coupled with technical infrastructure improvements and student demand may well mean that the use of video lecture capture will continue to increase in frequency in the next number of years in tertiary education. However there is a relatively limited amount of research in the effects of lecture capture specifically in the area of computer programming with Watkins 2007 being one of few studies . Video delivery of programming solutions is particularly useful for enabling a lecturer to illustrate the complex decision making processes and iterative nature of the actual code development process (Watkins et al 2007). As such research in this area would appear to be particularly appropriate to help inform debate and future decisions made by policy makers.
Research questions and objectives
The purpose of the research was to investigate how a series of lecture captures (in which the audio of lectures and video of on-screen projected content were recorded) impacted on the delivery and learning of a programme of study in an MSc Software Development course in Queen’s University, Belfast, Northern Ireland. The MSc is conversion programme, intended to take graduates from non-computing primary degrees and upskill them in this area. The research specifically targeted the Java programming module within the course. It also analyses and reports on the empirical data from attendances and various video viewing statistics. In addition, qualitative data was collected from staff and student feedback to help contextualise the quantitative results.
Bennett, E., and Maniar, N., 2007. Are videoed lectures - effective teaching tool? Available at http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.105.6020 Bunce, D. and Flens, A., 2010. How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers J. Chem. Educ., 2010, 87 (12), pp 1438–1443 DOI: 10.1021/ed100409p Publication Date (Web): October 22, 2010 Chang, S., 2007. Academic perceptions of the use of Lectopia: A university of Melbourne example. http://www.ascilite.org.au/conferences/singapore07/procs/chang.pdf Cooke, M., Watson, B., Blacklock, E., Mansah, M., Howard, M., Johnston, A.N.B., Tower, M., Murfield, J., (2012). Lecture capture: first year student nurses’ experiences of a web-based lecture technology. Australian Journal of Advanced Nursing 29 (3), 14e21. Coursera. (2014). Coursera. Retrieved from https://www.coursera.org/ Davis S, Connolly A, Linfield E, Lecture capture (2009) Making the most of face-to-face learning. Engineering Education vol.4 issue 2 Holliman, R. and Scanlon, E., 2004. Mediating Science Learning Through Information and Communications Technology. RoutledgeFalmer, London, 301p. Guo, P,. 2013. Available at : https://www.edx.org/blog/optimal-video-length-student-engagement Johnston, A., Massa, H. and Burne, T., 2013. In Nurse Education in Practice. January 2013 13(1):40-47 Jordan, K., 2014. Initial trends in enrolment and completion of massive open online courses. International Review of Research in Open and Distance Learning, 15(1) pp. 133–160. Kim, J., Guo, P., Seaton, D., Mitros, P., Gajos, K., Miller R., 2014.Understanding In-Video Dropouts and Interaction Peaks in Online Lecture Videos. L@S '14 Proceedings of the first ACM conference on Learning @ scale conference Pages 31-40 ACM New York, NY, USA 2014 Krüger, M. and Nickolaus, R., 2005. Self-directed and cooperative learning with lecture recording. Available at http://stadium.open.ac.uk/prolearn/summer05/documents/marc_krueger_abstrakt_of_dissertation.pdf Le A., Joordens S., Chrysostomou S. and Grinnell R., 2010. Online lecture accessibility and its influence on performance in skills-based courses. Computers & Education 55 (2010) 313–319. May, G., 2013. The Great MOOC Experiment. Available at https://www.insidehighered.com/views/2013/09/10/essay-context-behind-mooc-experiments Nyamapfene, A., 2010. Does class attendance still matter? Engineering Education, volume 5, no.1 pp 64-74, 2010 Toppin, I., 2010. Video lecture capture (VLC) system: a comparison of student versus faculty perceptions. Education and Information Technologies, vol. 16, no. 4, pp. 383–393. Vardi, M., 2014. Will MOOCs Destroy Academia? Commun ACM, 2012, 55, 11, 5-5, Association for Computing Machinery Watkins, A. Hufnagel, E., 2007. Video Vignettes: . Decision Sciences Journal of Innovative Education Volume 5
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.