(Brotherton and Abowd 147) Another study found that, “Despite anecdotal fears, we find little evidence to substantiate the claim that providing recordings reduces attendance or negatively impacts achievement, instead, we find positive evidence that the recordings are seen as particularly helpful for non-native speakers in first year as they adjust to a new language environment.” (Nordmann et al 1082) Another study, which looked at social media posts by New Zealand university students, found that students didn’t generally use recordings as a full replacement for scheduled lectures. Some research even found that students might report that access to recorded lectures can encourage skipping class, but that actual student attendance counts didn’t decrease. Published research on the subject is still catching up to the return to classes in person, but pre-pandemic research supports this observation. Generally speaking, they’ve seen the standard amounts of no-shows at lectures regardless of access to lecture recordings. Anecdotally, instructors at Northwestern have shared with Teaching & Learning Technologies that they haven’t seen large changes in attendance in classes where they are recording lectures. Usually, no, it won’t have a significant impact on attendance. Won’t having lecture videos available mean students won’t attend class? What does adding in lecture recordings do to your teaching environment? What’s the point of recording lectures? We’ve explored what lecture capture can look like at Northwestern in the Next Normal series and today, we’ll take a closer look at the research behind recording in person lectures. Classroom and technology logistics can be challenging, but even more, there is the question of purpose. Recording lecture videos is a practice frequently requested by Northwestern students but can be a difficult one for instructors to adopt.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |