scholarly journals Comparing the effectiveness of online versus live lecture demonstrations

2020 ◽  
Vol 16 (1) ◽  
Author(s):  
Greg Kestin ◽  
Kelly Miller ◽  
Logan S. McCarty ◽  
Kristina Callaghan ◽  
Louis Deslauriers
Keyword(s):  
Live Lecture

scholarly journals Video versus live lecture courses: a comparative evaluation of lecture types and results

2018 ◽  
Vol 23 (1) ◽  
pp. 1555434 ◽  
Author(s):  
Thomas Brockfeld ◽  
Bringfried Müller ◽  
Jan de Laffolie
Keyword(s):  
Comparative Evaluation ◽  
Lecture Courses ◽  
Live Lecture

scholarly journals Revitalizing the Live Lecture Class With Instructor-Created Videos

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401668068 ◽  
Author(s):  
Frank Alpert
Keyword(s):  
Higher Education ◽  
Digital Technology ◽  
Research Question ◽  
Student Feedback ◽  
Third Party ◽  
Class Session ◽  
Long Time ◽  
Survey Results ◽  
Implementation Experience ◽  
Live Lecture

Today, the lecture class as a format for higher education is under attack more than ever. This article addresses the research question of how lectures can be modernized and revitalized through new uses of digital technology—in particular, video. Critics of lecturing have for a long time observed that lecture classes can be weak on student engagement and motivation to attend class. This article introduces one way to help modernize and revitalize the live lecture class session, a new conceptualization of the instructor-created video. Instructor-created videos are defined and distinguished from current hybrid and alternative forms of technology integration that are proliferating in higher education such as flipped and blended classrooms. Many, if not most, videos used in lectures are “third party videos” (made by others), whereas instructor-created videos are “first party videos.” The author develops and defines the concept of VIDS (Videos Instructor Designed and Starring). VIDS examples illustrate the concept from the author’s experience in a course with 158 students. Student feedback based on survey results is positive. Suggestions for making better videos are offered based on the implementation experience. The VIDS innovation is discussed within the context of the “crisis of the lecture” and offered as one tool to help modernize and revitalize the live lecture class.

scholarly journals Learning about screening using an online or live lecture

2002 ◽  
Vol 17 (7) ◽  
pp. 540-545 ◽  
Author(s):  
Anderson Spickard ◽  
Nabil Alrajeh ◽  
David Cordray ◽  
Joseph Gigante
Keyword(s):  
Live Lecture

scholarly journals ON THE RECORD: STUDENT MOTIVATIONS FOR RECORDING LECTURES AND IMPLICATIONS FOR LEARNING

2021 ◽  
Author(s):  
Ryan Clemmer ◽  
Julie Vale
Keyword(s):  
Additional Benefit ◽  
Final Grade ◽  
Face To Face ◽  
Lecture Material ◽  
Student Access ◽  
Lecture Notes ◽  
Second Year ◽  
Student Motivations ◽  
Live Lecture

Prior to the pandemic, a second-year engineering course was delivered using a blended synchronous format. Students were surveyed on many aspects of their experience with this format including their use of recorded lectures. Participants reported both recording and watching behaviour: 30% of students watched recorded lectures with students watching or recording at least half of the lectures throughout the semester. From the results, recording of the lectures offers an increase in the final grade of, on average, 9.5% (p=0.0071) for both lowattending and high attending students. While attending most synchronous lectures tends to yield overall better performance (on average, 14.4%, p=0.0001), low attending students can overcome part of that gap by reviewing recorded lectures. Motivations for recording were associated with scheduling conflicts that prevented participants from attending the live lecture and participants wanting to review the material afterwards. Generally, students chose not to record the lectures because of a perceived barrier to doing so or a perception that their existing lecture notes were sufficient.  Post pandemic, it may be beneficial to incorporatelecture recording with face-to-face lectures to allow students the additional benefit of reviewing lecture material and increasing student access to lecture content.

Live Lecture Broadcast System for Clinical Education

2016 ◽  
Vol 26 (4) ◽  
pp. 673-677 ◽  
Author(s):  
James J. Jones ◽  
Monalisa Tailor ◽  
Craig H. Ziegler ◽  
Pradip D. Patel
Keyword(s):  
Clinical Education ◽  
Live Lecture

Web-Streamed Didactic Instruction on Substance Use Disorders Compares Favorably With Live-Lecture Format

2013 ◽  
Vol 37 (3) ◽  
pp. 165 ◽  
Author(s):  
Maher Karam-Hage ◽  
Kirk J. Brower ◽  
Patricia B. Mullan ◽  
Tamara Gay ◽  
Larry D. Gruppen
Keyword(s):  
Substance Use ◽  
Substance Use Disorders ◽  
Didactic Instruction ◽  
Lecture Format ◽  
Live Lecture
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