Teaching Principles to the Masses: Assessing Student Performance in Lecture Capture vs. Face-to-Face Course Delivery

2011 ◽  
Author(s):  
Patricia J. Euzent ◽  
Thomas L. Martin ◽  
Patrick Moskal ◽  
Patsy Moskal
Keyword(s):  
Student Performance ◽  
Course Delivery ◽  
Lecture Capture ◽  
Face To Face ◽  
Teaching Principles ◽  
The Masses

scholarly journals Using Lecture Capture to Improve Online and In-Class Student Performance in Principles of Economics

2017 ◽  
Vol 5 (6) ◽  
pp. 205-2013
Author(s):  
Sue K Stockly ◽  
David Hemley
Keyword(s):  
Student Performance ◽  
Personal Characteristics ◽  
Course Delivery ◽  
Lecture Capture ◽  
Face To Face ◽  
Course Grades ◽  
Regional University ◽  
The Face ◽  
Capture Method ◽  
Economics Courses

The primary purpose of deploying a lecture capture method of course delivery is to enhance student performance in online classes. In this study, recordings of classroom lectures are available to students in online sections of the course, as well as those taking the class in face-to-face class sections. We examine the effects of viewing these recorded lectures on student performance in principles of economics courses (macro and micro) over the course of five years. The setting is a small regional university that serves an extensive rural area. The dataset consists of close to 700 students, 55% of which enrolled in online course sections. Course grades, as the dependent variable, are regressed on measures of personal characteristics and academic maturity, as well as use of the recorded lectures. Results indicate that online students who watch the recorded lectures earn course grades that are significantly higher than counterparts who do not. There is also evidence that students in the face-to-face course sections also benefit significantly from watching recorded lectures.

scholarly journals Assessing Student Performance and Perceptions in Lecture Capture vs. Face-to-Face Course Delivery

10.28945/1515 ◽  
2011 ◽  
Vol 10 ◽  
pp. 295-307 ◽  
Author(s):  
Patricia Euzent ◽  
Thomas Martin ◽  
Patrick Moskal ◽  
Patsy D. Moskal
Keyword(s):  
Student Performance ◽  
Course Delivery ◽  
Lecture Capture ◽  
Face To Face

Student Performance and Perceptions of Business Courses Delivered Using Lecture Capture

2013 ◽  
pp. 77-88
Author(s):  
Patrick Moskal ◽  
Patricia Euzent ◽  
Patsy D. Moskal ◽  
Thomas Martin
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Video Instruction ◽  
Lecture Capture ◽  
Business Courses ◽  
Face To Face ◽  
Internet Connection ◽  
Significant Difference

This research compared student performance and withdrawal rates in undergraduate business courses taught using lecture capture and face-to-face. Student perceptions of lecture capture are also described. Lecture capture refers to storing videos of live course lectures, which students may view at their convenience from anywhere with an Internet connection. Results indicate no significant difference in student performance between the lecture capture and face-to-face conditions. Withdrawal rates also were similar, although freshman and sophomores had higher withdrawal rates in lecture capture than in face-to-face. Student perceptions of lecture capture were quite positive. Students were satisfied with the video instruction they received, they liked having more control over their learning, they liked the convenience that lecture capture provided, and about 70% said they would take another course that used lecture capture. However, the majority of students did not feel that lecture capture enhanced their performance or their interest in the course.

scholarly journals Exploring Hybrid Teaching Methods for Hispanic Agricultural Workers

2017 ◽  
Vol 27 (5) ◽  
pp. 695-699
Author(s):  
Gilberto Uribe ◽  
Luisa Santamaria
Keyword(s):  
Student Performance ◽  
English Language ◽  
Course Delivery ◽  
Agricultural Workers ◽  
Extension Programs ◽  
Delivery Method ◽  
Face To Face ◽  
Language Extension ◽  
Hybrid Teaching ◽  
Training Opportunities

Growing demand for appropriate training opportunities for Oregon’s increasingly scarce agricultural workers continues to outpace extension’s available time and resources. New, more efficient, and innovative ways of reaching this audience must be explored to better fill the need and demand. Hybrid teaching, which refers to course delivery through a blend of traditional, face-to-face teaching, along with online instruction outside of the classroom, is being implemented in some English-language extension programs. A hybrid pesticide training course was designed and delivered in Spanish over the course of 4 weeks to nursery and landscape workers in Oregon to assess their reception of hybrid teaching. The delivery method was very well received and the students showed interest in taking more courses offered in a hybrid format. Initial and final practice exams included in the course were used to assess student performance and showed significant improvement from the students who completed the course. One student became certified and licensed to apply pesticides in the Oregon.

scholarly journals Motivating factors that affect enrolment and student performance in an ODL engineering programme

2012 ◽  
Vol 13 (1) ◽  
pp. 238 ◽  
Author(s):  
Pushpa Ranjani Dadigamuwa ◽  
Nihal Saman Senanayake
Keyword(s):  
Distance Learning ◽  
Student Performance ◽  
Course Delivery ◽  
Motivating Factors ◽  
Delivery Methods ◽  
Engineering Technology ◽  
Face To Face ◽  
Study Programme ◽  
Course Delivery Methods ◽  
Successful Students

<p>The present study was carried out to determine the motivating factors for enrolling in an engineering study programme in open and distance learning (ODL) and the factors that affect the students’ performance. The study was conducted with two convenient samples of students following distance learning courses in engineering technology, conducted by the Open University of Sri Lanka and leading to the award of diploma or degree in Engineering Technology. One sample consisted of students who failed to qualify for sitting the year-end examination and the other consisted of successful students.</p><p>The study showed that many students opt to follow the programme without knowing the relevance of the study programme for them. Most of the students (53%) had taken the courses believing that they could obtain a recognized degree. The students with secondary education qualifications in the mathematics stream were found to be successful, provided that they had selected the ODL programmes with an understanding of the nature of the ODL system, the percentages being 61 with 4 passes, 75 with 3 passes, and 20 with 2 passes at the General Certificate in Education (Advanced Level) examination.</p><p>All successful students were of the opinion that the course delivery methods should be improved, especially face-to-face teaching, laboratory classes, and assignments.</p><p> </p><p> </p>

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

Designed Learner Interactions in Blended Course Delivery

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Reba-Anna Lee ◽  
Brian Dashew
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Design Process ◽  
Course Delivery ◽  
Student Interactions ◽  
Face To Face ◽  
Instructional Design Process ◽  
Hybrid Delivery ◽  
Academic Technology ◽  
Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

scholarly journals The Influence of Video Format on Engagement and Performance in Online Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 128
Author(s):  
Sergej Lackmann ◽  
Pierre-Majorique Léger ◽  
Patrick Charland ◽  
Caroline Aubé ◽  
Jean Talbot
Keyword(s):  
Student Performance ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Emotional States ◽  
Lecture Capture ◽  
Improved Performance ◽  
And Performance ◽  
Subject Experiment ◽  
The Impact ◽  
Video Format

Millions of students follow online classes which are delivered in video format. Several studies examine the impact of these video formats on engagement and learning using explicit measures and outline the need to also investigate the implicit cognitive and emotional states of online learners. Our study compared two video formats in terms of engagement (over time) and learning in a between-subject experiment. Engagement was operationalized using explicit and implicit neurophysiological measures. Twenty-six (26) subjects participated in the study and were randomly assigned to one of two conditions based on the video shown: infographic video or lecture capture. The infographic video showed animated graphics, images, and text. The lecture capture showed a professor, providing a lecture, filmed in a classroom setting. Results suggest that lecture capture triggers greater emotional engagement over a shorter period, whereas the infographic video maintains higher emotional and cognitive engagement over longer periods of time. Regarding student learning, the infographic video contributes to significantly improved performance in matters of difficult questions. Additionally, our results suggest a significant relationship between engagement and student performance. In general, the higher the engagement, the better the student performance, although, in the case of cognitive engagement, the link is quadratic (inverted U shaped).

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