Enterprise Lecture Capture Technologies and Value to Student Learning

2017 ◽  
Vol 6 (2) ◽  
pp. 23-36 ◽  
Author(s):  
Ben K. Daniel
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Learning ◽  
Research Evidence ◽  
Learning Opportunities ◽  
Learning Materials ◽  
Lecture Capture ◽  
Alternative Learning ◽  
Student Views ◽  
Recorded Lecture

Abstract Enterprise Lecture Capture technologies have increasingly become pervasive in higher education. This article presents student views on the value of recorded lectures and their contribution to learning. The research examines how students engage with recorded lecture materials and the likely of this engaging impacting on lecture attendance. The results suggest that students found access to recorded lectures valuable to learning. They reported that recorded lectures offer alternative learning opportunities for missed lectures and are useful in revising for exams. Analysis of the data further revealed that provision of recorded lectures to students does not directly contribute to class absenteeism. The present study adds to growing research evidence in support of the value of recorded lectures in enhancing student engagement with learning materials.

A Framework for Student Engagement

2020 ◽  
pp. 153-171 ◽  
Author(s):  
Desiree' Caldwell ◽  
Tiffany J. Cresswell-Yeager ◽  
Jennifer Aucoin ◽  
Danielle Budenz
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Best Practices ◽  
Higher Education Institutions ◽  
Discussion Forums ◽  
Learning Materials ◽  
Online Instructors ◽  
Teaching Online ◽  
Know How

When teaching online, many instructors are provided with a master course that contains the learning materials, discussion forums, assignments, and assessments. With more higher education institutions opting to offer master course shells, it can be difficult for instructors to know how to incorporate their personality, experiences, and insights into a pre-designed course. Faculty who teach online may be searching for ideas on how to personalize their master course and increase student engagement. Many faculty express concerns about students who are disconnected. Personalization of master courses increases student engagement while allowing students and instructors to feel more connected during the course. The authors will explore best practices to increase student engagement and provide a framework to implement these strategies that assist online instructors in demonstrating their personalities and expertise in master courses.

scholarly journals The Student Learning Agenda: Implications for Academic Advisors

1997 ◽  
Vol 17 (2) ◽  
pp. 7-12 ◽  
Author(s):  
George D. Kuh
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Academic Advising ◽  
Kansas City ◽  
Learning Opportunities ◽  
Annual Conference ◽  
Education Assessment ◽  
Higher Education Assessment ◽  
Learning Imperative ◽  
College Personnel

[George Kuh was the NACADA Journal keynote speaker at the annual conference in Kansas City, MO on October 5, 1997. Some of his ideas were also expressed in a presentation at the 1997 American Association of Higher Education Assessment Forum in Miami, Florida (Kuh, 1997), in a paper that will appear in About Campus (Kuh, 1998), and in a chapter on expectations for Good Practices for Student Affairs (Kuh, in press).] By discussing the evolution and impact of the Student Learning Imperative (SLI) (American College Personnel Association, 1996), I place academic advising in the context of a larger movement in American higher education. The SLI asserts that professionals who work with students primarily outside the classroom can increase institutional productivity and enhance student learning by collaborating with faculty and others. I then offer suggestions for how advisors can contribute more directly to their institutions' educational missions by promoting higher levels of student engagement with learning opportunities.

scholarly journals Facebook Group and Student Engagement

2018 ◽  
Author(s):  
Santirianingrum Soebandhi ◽  
Natalia Damastuti ◽  
Novi Nurul Quina
Keyword(s):  
Higher Education ◽  
Information System ◽  
Student Engagement ◽  
Student Learning ◽  
Learning Process ◽  
Management Information System ◽  
Management Information ◽  
Online Questionnaire ◽  
Educational Tools ◽  
The Impact

This study aimed to investigate the impact of the use of Facebook groups on student learning process. This group is intended as a communication and discussion tool and means for collecting assignment, therefore all members of this group can access the course related materials. Online questionnaire using Likert scale and open-ended section is used at the end of the course to know the response of students to the use of this group. We obtained 57 responses from 77 enrolled students from Management Information System subject. The results showed that the FB Group enhanced engagement both on the course and lecturer, and can be used as educational tools in higher education.

scholarly journals Students as partners in digital education: Exploring lecture capture in higher education through partnership between students and learning technologists

2021 ◽  
Vol 5 (2) ◽  
pp. 78-88
Author(s):  
Karl Luke ◽  
Geraint Evans
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Student Experience ◽  
Professional Services ◽  
Lecture Capture ◽  
Digital Education ◽  
Lecture Recordings ◽  
The Way

This case study reports on two student-staff partnership projects at Cardiff University that explored the student experience of using lecture capture technologies. We describe the background to these projects, how they were designed, and how students and staff worked together to gain insights into the student experience. The case study demonstrates that nuanced understandings regarding the way students use lecture recordings is required and argues that student-staff partnership is an effective way of achieving these understandings. Suggestions are offered regarding how educationists could further harness partnerships to explore the complex interplays between technology and student learning. This reflective account also explores our efforts in achieving meaningful partnership working, the challenges encountered, and highlights the benefits of partnerships between students and professional-services staff, specifically learning technologists.

scholarly journals The Assurance Of Learning Process Components And The Effects Of Engaging Students In The Learning

2011 ◽  
Vol 4 (9) ◽  
pp. 43-56
Author(s):  
Joseph B. Mosca ◽  
Gilder Agacer ◽  
Linda Flaming ◽  
John Buzza
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Problem Solving ◽  
Student Learning ◽  
Learning Process ◽  
Research Focus ◽  
Hands On ◽  
Assurance Of Learning

Assurance of learning process plays a major role in higher education and has increased the accountability on the part of instructors at all levels. This paper will discuss the role of assurance processes in teaching and the ways to measure these processes of student learning. The research focus will be to determine if student engagement in problem solving and hands on experiences during the learning assist the learning process?

Moving From Ideation to Prototyping

2021 ◽  
pp. 202-214
Author(s):  
Daniel A. Bureau ◽  
Monica Lee Miranda ◽  
Martha Glass ◽  
James P. Barber
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Learning ◽  
Primary Outcome ◽  
Design Thinking ◽  
Learning Centered ◽  
Effective Delivery ◽  
The Right ◽  
Learning Focused

To implement an effective approach to design thinking in higher education, it is crucial to move from ideation to prototyping. In the context of the co-curriculum, there is a push toward enhancing how programs and services contribute to student learning. Many educators are working toward strengthening the culture so that learning becomes central to the work of staff. However, the right conditions must exist to anchor the changes so that student learning is not merely a byproduct, but rather is the primary outcome of student engagement in the co-curriculum. In this chapter, the authors address the conditions that help enhance the effective delivery of learning-focused, co-curricular experiences. Through examining eight different institutions, they arrived at six conditions that helped in developing sustainable learning-centered co-curricular programs and services in higher education.

scholarly journals The LEAP (Learning Excellence Achievement Pathway) framework: A model for student learning development in higher education

2019 ◽  
Author(s):  
Emily McIntosh ◽  
Mary Barden
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Learning ◽  
Evaluation Activity ◽  
Undergraduate Level ◽  
Future Developments ◽  
Mixed Methods Evaluation ◽  
Learning Development ◽  
The University ◽  
The Impact

This article explores the development of the LEAP (Learning Excellence Achievement Pathway) framework at the University of Bolton, UK. It describes the nature of the project and focuses on the methodology involved in conducting an institution-wide audit of student learning development (LD) provision and producing a visual framework to stimulate a culture of LD within the organisation. Whilst most UK universities offer a student LD programme at undergraduate level, little work has been undertaken to develop and define a visual framework which underpins these programmes and assists students to conceptualise their progress. This paper explores the context for creating an LD framework and outlines how LD provision is mapped to align curricular LD opportunities with co-curricular student engagement initiatives. The article then considers the implementation of the LEAP framework. A mixed-methods evaluation activity was conducted, involving both staff and students, using a variety of data. Evaluation methods were used to assess the impact of the framework on student LD, revealing a number of positive changes to their LD behaviour and habits, their assessment of LD, the accessibility of help and support and their awareness of the context in which LD takes place. Finally, we identify future developments to the framework to embed it further within the institution.

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