Does lecture capturing improve learning?: A data driven exploratory study on the effectiveness of lecture capture on learning in a foundation IT course

doi:10.1109/TALE.2016.7851818

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题名	Does lecture capturing improve learning?: A data driven exploratory study on the effectiveness of lecture capture on learning in a foundation IT course
作者	Mark，Kai Pan 1; Vrijmoed，Lilian L.P.2
发表日期	2017-02-10
会议录名称	Proceedings of 2016 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2016
页码	338-344
摘要	The primary objective of a foundation IT course is to equip students with necessary IT skills to facilitate problem solving in daily life, academic studies and the future workplace. As an IT educator, we always come across a high degree of digital divide among students, as exemplified by the post-course student evaluation feedback: a group of students reflected the foundation IT course as 'too easy' but another group expressed as 'too difficult'. Educational technology solutions, e.g., lecture capturing, have been adopted to archive the classroom delivery for subsequent review by students so that users can access the relevant contents on demand anytime and anywhere with a mobile device connected to the Internet. Educators advocate that the use of lecture capturing generally improves students' academic performance. This paper extends the discussion with another angle: how does lecture capturing improve learning? Specifically, our research questions are: 1) Do students' frequency of access and duration of watching the captured lecture directly influence the academic results? and 2) Is lecture capturing effective for all students, or only to some student groups with different academic performance? A data driven approach was used to analyze the relationship between students' academic performance, the frequency and duration of accessing the captured lecture contents. Our results suggest that lecture capturing is more effective among the mid-range achievers, and tend to have minimal effects on the two ends of the achiever scale (i.e., two extremes: the high achievers and the low achievers).
关键词	Computer and Information Literacy General Education Learning Analytics Lecture Capturing Mobile Learning
DOI	10.1109/TALE.2016.7851818
URL	查看来源
语种	英语English
Scopus入藏号	2-s2.0-85015214430
引用统计	被引频次[WOS]：0 [WOS记录] [WOS相关记录]
文献类型	会议论文
条目标识符	https://repository.uic.edu.cn/handle/39GCC9TT/6369
专题	北师香港浸会大学
作者单位	1.Computer Science and Technology Programme,Information Technology Services Centre,BNU - HKBU United International College,Zhuhai, Guangdong,China 2.Institute of the Quality Assurance and Education Innovation Research,BNU - HKBU United International College,Zhuhai, Guangdong,China
第一作者单位	北师香港浸会大学
推荐引用方式 GB/T 7714	Mark，Kai Pan,Vrijmoed，Lilian L.P. Does lecture capturing improve learning?: A data driven exploratory study on the effectiveness of lecture capture on learning in a foundation IT course[C], 2017: 338-344.