scholarly journals EVALUATING THE BENEFITS OF PROVIDING ARCHIVED ONLINE LECTURES TO IN-CLASS MATH STUDENTS

2019 ◽  
Vol 12 (3-4) ◽  
Author(s):  
Radu C. Cascaval ◽  
Kethera A. Fogler ◽  
Gene D. Abrams ◽  
Robert L. Durham
Keyword(s):  
Student Performance ◽  
Performance Enhancement ◽  
Video Recordings ◽  
Video Lectures ◽  
Online Lectures ◽  
Lecture Notes ◽  
Web Access ◽  
Student Relationship ◽  
The Impact ◽  
Math Students

The present study examines the impact of a novel online video lecture archiving system on in-class students enrolled in traditional math courses at a mid-sized, primarily undergraduate, university in the West. The archiving system allows in-class students web access to complete video recordings of the actual classroom lectures, and sometimes of lecture notes, shortly after the in-class sessions are completed. The data collection for evaluating the impact of this archiving system was designed through focus groups, and consequently, obtained using a customized web survey. Survey questions targeted areas of potential impact, such as changes in attitudes and behaviors (such as study habits), changes in the dynamics of professor-student relationship, and the overall student performance enhancement. The results indicate that the presence of the archived video lectures and lecture notes adds significant value to the learning process with notable improvements in the perceived student performance and overall experience in the class.

scholarly journals EVALUATING THE BENEFITS OF PROVIDING ARCHIVED ONLINE LECTURES TO IN-CLASS MATH STUDENTS

2008 ◽  
Vol 12 (3) ◽  
Author(s):  
Radu C Cascaval
Keyword(s):  
Student Performance ◽  
Learning Process ◽  
Performance Enhancement ◽  
Web Survey ◽  
Attitudes And Behaviors ◽  
University Of Colorado ◽  
Online Lectures ◽  
The University ◽  
The Impact ◽  
Math Students

The present study examines the impact of the online archiving system developed at the University of Colorado at Colorado Springs on the in-class students enrolled in traditional math courses. A web survey has been designed for collecting data on potential changes in attitudes and behaviors (such as study habits), on the dynamics of professor-student relation, and on overall student performance enhancement. The results indicate that the presence of the archived lectures and lecture notes adds significant value to the learning process with notable improvements in the perceived student performance and overall experience in the class.

scholarly journals How to Design Accounting Video Lectures to Recover Lost Time

10.28945/4046 ◽  
2018 ◽  
Vol 15 ◽  
pp. 207-247
Author(s):  
Thando Loliwe
Keyword(s):  
Student Performance ◽  
Qualitative Interviews ◽  
Future Research ◽  
Educational Video ◽  
Face To Face ◽  
Video Lectures ◽  
The Face ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact

Aim/Purpose: The objective of this study is to understand how video lectures of the same length and content as the current face-to-face lectures can be designed and implemented to have a positive effect on student performance, particularly when there is a campus shutdown. Background: In a number of South African universities protests by the students are on the increase. Often, they lead to the cancellation of academic activities such as face-to-face classes and examinations. Methodology: A quasi-experimental design was used on two video lectures to (1) compare the performance of the students who did not watch the video lectures and those who watched the video lectures, (2) compare the performance of each student who watched the video lectures on the test topics covered in the videos and the test topics not covered in the videos, and (3) determine the factors that influence the effectiveness of the video lectures. Contribution: This study contributes to the literature by investigating the effectiveness of video lectures in improving student performance, the factors associated to the effectiveness of such lectures, and the complexity or simplicity of the two video lectures used, and by providing possible solutions to the challenges identified in relation to designing video lectures. Findings: In terms of student performance, there is no significant advantage arising from watching the video lectures for the students who watch the video lectures, as compared to those who did not watch the video lectures. It is also found that the student performance on the topics with video lectures is significantly associated to the students’ commitment, prior performance, the quality of the content, and the design of the videos. Recommendations for Practitioners: This study recommends how the accounting video lectures can be designed and highlights the environments in which the video lectures of the same length and content as the face-to-face lectures should not be used. Recommendation for Researchers: Researchers should replicate this study by using short length videos of better quality and appropriate length, which incorporate current issues, games, are interactive, and so forth. Impact on Society: This study examines the use of educational video lectures in order to minimise the impact of disruptions at university level. Future Research: Future studies may use randomly selecting treatment and control groups. They may consider a nationwide research or using qualitative interviews in examining the use of educational video lectures.

scholarly journals How to Design Accounting Video Lectures to Recover Lost Time

10.28945/3985 ◽  
2018 ◽  
Keyword(s):  
Student Performance ◽  
Qualitative Interviews ◽  
Future Research ◽  
Educational Video ◽  
Face To Face ◽  
Video Lectures ◽  
The Face ◽  
Quasi Experimental ◽  
And Control ◽  
The Impact

Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The objective of this study is to understand how the video lectures of the same length and content as the face-to-face lectures can be designed and implemented to have a positive effect on student performance; probably when the campus are shutdown. Background: In a number of South African universities protests by students are on the increase. Often, they lead to cancellation of academic activities such as face-to-face classes and examinations. Methodology: A quasi-experimental design with multiple baseline is used on two video lectures, to (1) compare the performance of the students who did not watch the video lectures and those who watched the video lectures; and (2) compare the performance of each student who watched the video lectures on the test topics covered in the videos and the test topics not covered in the videos; and (3) determine the factors that influence the effectiveness of the concerned video lectures. Contribution: This study contributes to the literature by investigating the effectiveness of video lectures in improving student performance; and the factors associated to the effectiveness of such lectures; and complexity or straightness of the two video lectures used; and by providing possible solutions to the challenges identified, in relation to designing video lectures. Findings: In terms of student performance, there is no significant advantage arising from watching the video lectures for the students who watched the video lectures. It is also found that the student performance is significantly associated to the student's commitment, prior performance, the quality of the content, and the organisation or design of the video lectures. Recommendations for Practitioners: This study recommends how the accounting video lectures can be designed, and highlights the environments in which the video lectures of the same length and content as the face-to-face lectures may not be used. Recommendation for Researchers: Other researchers may replicate this study using short length videos of better quality and appropriate length, which may incorporate current issues, games, be interactive and so forth. Impact on Society: This study examines the use of educational video lectures in order to minimise the impact of disruptions at university level. Future Research: Future studies may use randomly selected treatment and control groups. They may consider a nationwide research or using qualitative interviews in examining the use of educational video lectures.

scholarly journals The impact of online lecture recordings on student performance

2012 ◽  
Vol 28 (2) ◽  
Author(s):  
Andrew Williams ◽  
Elisa Birch ◽  
Phil Hancock
Keyword(s):  
Empirical Evidence ◽  
Student Performance ◽  
Survey Data ◽  
Additional Benefit ◽  
Face To Face ◽  
Online Lectures ◽  
Lecture Recordings ◽  
Record Data ◽  
Online Lecture ◽  
The Impact

<span>The use of online lecture recordings as a supplement to physical lectures is an increasingly popular tool at many universities. This paper combines survey data with student record data for students in a </span><em>Microeconomics Principles</em><span> class to examine the relative effects of lecture attendance and online lecture recordings. The main finding is that students using the online lectures as a substitute for attending lectures are ultimately at a fairly severe disadvantage in terms of their final marks. Moreover, students attending few face to face lectures do not close this gap by viewing more lectures online. In contrast to this, students who attend the majority of lectures in person do receive a benefit from additional use of the lecture recordings. The results provide empirical evidence that, when used as a complementary tool, lecture recordings are a valuable supplement for students. However, when used as a substitute to attending lectures, lecture recordings provide no additional benefit.</span>

Do online instructor lessons complement on-campus teaching?

2016 ◽  
Vol 8 (1) ◽  
pp. 119-130 ◽  
Author(s):  
Kevin E Henrickson
Keyword(s):  
Student Performance ◽  
Design Methodology ◽  
Traditional Classroom ◽  
Online Video ◽  
Technical Aspects ◽  
Content Type ◽  
Online Lectures ◽  
Improving Student Achievement ◽  
The Impact ◽  
Online Instructor

Purpose – The purpose of this paper is to examine the use of online video mini-lectures, intended to complement in-class teaching by allowing students to review the more technical aspects of the course. Design/methodology/approach – Online video mini-lectures/tutorials, covering the technical components of the course, were introduced two-thirds of the way through a Principles of Microeconomics course. This methodology allows for the estimation of the impact of incorporating this technology on student performance. In addition, comparisons using results from previous terms, in which these videos were not available at any point during the course, allow for an examination of the overall impact of this technology on student performance in the last portion of the course. Findings – The results point to online lectures improving student achievement, but that this improvement is mostly achieved by the lower achieving students, and exhibits significant diminishing returns to the number of times the videos are watched. As such, the videos are shown to help students who were struggling with the material, but that there is little value to exclusively watching the videos multiple times. Originality/value – As technology impacts higher education, many wonder what role instructors will play. This study examines a unique implementation of technology within a traditional classroom, indicating that technology can serve as a complement to in-class teaching.

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.

The Impact of PowerPoint on Student Performance and Course Evaluations in Economics Courses: An Experiment at Six Institutions

2008 ◽  
Author(s):  
Lisa Daniels ◽  
John C. Kane ◽  
Brian P. Rosario ◽  
Thomas A. Creahan ◽  
Carlos F. Liard-Muriente ◽  
...  
Keyword(s):  
Student Performance ◽  
Course Evaluations ◽  
Economics Courses ◽  
The Impact

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

scholarly journals Effect of temperature, CO2 and O2 on motility and mobility of Anisakidae larvae

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Aiyan Guan ◽  
Inge Van Damme ◽  
Frank Devlieghere ◽  
Sarah Gabriël
Keyword(s):  
Enzymatic Digestion ◽  
Infected Fish ◽  
Effect Of Temperature ◽  
Video Recordings ◽  
Different Temperatures ◽  
Semi Solid ◽  
Zoonotic Parasites ◽  
The Impact ◽  
Phosphate Buffered Saline

AbstractAnisakidae, marine nematodes, are underrecognized fish-borne zoonotic parasites. Studies on factors that could trigger parasites to actively migrate out of the fish are very limited. The objective of this study was to assess the impact of different environmental conditions (temperature, CO2 and O2) on larval motility (in situ movement) and mobility (migration) in vitro. Larvae were collected by candling or enzymatic digestion from infected fish, identified morphologically and confirmed molecularly. Individual larvae were transferred to a semi-solid Phosphate Buffered Saline agar, and subjected to different temperatures (6 ℃, 12 ℃, 22 ℃, 37 ℃) at air conditions. Moreover, different combinations of CO2 and O2 with N2 as filler were tested, at both 6 °C and 12 °C. Video recordings of larvae were translated into scores for larval motility and mobility. Results showed that temperature had significant influence on larval movements, with the highest motility and mobility observed at 22 ℃ for Anisakis spp. larvae and 37 ℃ for Pseudoterranova spp. larvae. During the first 10 min, the median migration of Anisakis spp. larvae was 10 cm at 22 ℃, and the median migration of Pseudoterranova spp. larvae was 3 cm at 37 ℃. Larval mobility was not significantly different under the different CO2 or O2 conditions at 6 °C and 12 ℃. It was concluded that temperature significantly facilitated larval movement with the optimum temperature being different for Anisakis spp. and Pseudoterranova spp., while CO2 and O2 did not on the short term. This should be further validated in parasite-infected/spiked fish fillets.

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