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

Case Studies of ICT-Enhanced Blended Learning and Implications for Professional Development

2011 ◽  
pp. 239-258
Author(s):  
Gail Wilson
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Learning Environments ◽  
Faculty Members ◽  
Future Research ◽  
Collective Case Study ◽  
Face To Face ◽  
Regional University ◽  
Professional Development For Teachers ◽  
The Face

This chapter draws on a collective case study of six faculty members working in ICT-enhanced blended learning environments at a large regional university in Australia. The chapter identifies seven dimensions of the blended learning environments created by each teacher, with a particular focus on four of these dimensions – the teacher, the online, the resource-based learning and the institutional support dimension. The research showed how individual faculty members worked to blend their courses through their overall approaches to course planning, their focus on combining the strengths of both the face-toface and the online learning environments, and their eagerness to shift their pedagogical approaches to accommodate the best features of both the face-to-face and the online environments. The chapter makes recommendations for professional development for teachers that is effective in preparing them for creating and working in blended learning environments and suggests areas for future research in the area of blended learning.

THE IMPACT OF LECTURE CAPTURE ON STUDENT PERFORMANCE IN ECONOMICS COURSES

2014 ◽  
Vol 14 (3) ◽  
pp. 83-92
Author(s):  
Neil Terry ◽  
Neil Meredith ◽  
Kyle Williams ◽  
Duane Rosa
Keyword(s):  
Student Performance ◽  
Lecture Capture ◽  
Economics Courses ◽  
The Impact

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.

Media Naturalness Reduction and Compensatory Channel Expansion

2014 ◽  
pp. 112-123
Author(s):  
Ned Kock ◽  
Vanessa Garza
Keyword(s):  
Undergraduate Students ◽  
Course Delivery ◽  
Online Course ◽  
Face To Face ◽  
College Information ◽  
Combined Test ◽  
The Face ◽  
Channel Expansion ◽  
The Difference ◽  
Media Naturalness

This study provides a combined test of the media naturalness and channel expansion theories with a study of communication media perceptions and use outcomes in the context of a college information systems course delivery. Data was collected from undergraduate students at the middle and end of a long semester. Approximately half of the students took the course face-to-face, and the other half online. As predicted, based on media naturalness theory, grades were significantly higher in the face-to-face condition than the online condition at the middle of the semester. Consistent with predictions based on channel expansion theory, the difference between grades obtained at the middle of the semester disappeared at the end of the semester. This study shows that online course delivery may lead to both negative and positive effects in the same semester, leading to a final outcome that is generally positive. It provides a more nuanced view of online course delivery effects, and clarifies previous empirical findings that appear paradoxical at first glance.

Student Performance in Online and Face-to-Face Microeconomics: Evidence from Adult Learners

2009 ◽  
Vol 15 (1) ◽  
pp. 29-36
Author(s):  
Simon Medcalfe
Keyword(s):  
Student Performance ◽  
Sample Selection ◽  
Traditional Students ◽  
Student Population ◽  
Policy Implications ◽  
Face To Face ◽  
Significant Difference ◽  
Education Market ◽  
Economics Courses ◽  
Higher Education Market

There have been few studies comparing student performance in online and face-to-face economics courses. Those studies that have been undertaken have concentrated on traditional students (18- to 22-year-olds). This paper examines student outcomes in an undergraduate course in microeconomics taught to non-traditional students (average age is 33 years). Analysis using multiple regression techniques suggests that there is no significant difference in grade between online and classroom students. Additional analysis that controls for sample selection bias does not change the result. This result may vary from previous studies because the student population was non-traditional and therefore more motivated and dedicated to learning in any format. This result has important policy implications since the adult student population in the US accounts for about 40 per cent of the higher education market.

scholarly journals Impact of Learning in the COVID-19 Era on Academic Outcomes of Undergraduate Psychology Students

2021 ◽  
Vol 13 (16) ◽  
pp. 8735
Author(s):  
Juan Luis Martín Ayala ◽  
Sergio Castaño Castaño ◽  
Alba Hernández Santana ◽  
Mariacarla Martí González ◽  
Julién Brito Ballester
Keyword(s):  
Academic Performance ◽  
Online Education ◽  
Student Performance ◽  
Final Exam ◽  
Conditioning Factors ◽  
Face To Face ◽  
Online Mode ◽  
Significant Difference ◽  
Containment Measures ◽  
The Face

The COVID-19 pandemic, and the containment measures adopted by the different governments, led to a boom in online education as a necessary response to the crisis posed against the education system worldwide. This study compares the academic performance of students between face-to-face and online modalities in relation to the exceptional situation between the months of March and June 2020. The academic performance in both modalities of a series of subjects taught in the Psychology Degree at the European University of the Atlantic (Santander, Spain) was taken into account. The results show that student performance during the final exam in the online modality is significantly lower than in the face-to-face modality. However, grades from the continuous evaluation activities are significantly higher online, which somehow compensates the overall grade of the course, with no significant difference in the online mode with respect to the face-to-face mode, even though overall performance is higher in the latter. The conditioning factors and explanatory arguments for these results are also discussed.

scholarly journals “I’m a Pacifist”: Peace in the Thought of Emmanuel Levinas

Religions ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 84
Author(s):  
Sean Lawrence
Keyword(s):  
Student Performance ◽  
Emmanuel Levinas ◽  
Ernst Cassirer ◽  
Ethical Philosophy ◽  
Face To Face ◽  
The Face ◽  
Political Structures

This paper develops and examines the idea and importance of peace in the ethical philosophy of Emmanuel Levinas, starting from an anecdote regarding his parody of Ernst Cassirer during a student performance in Davos. It examines Levinas’s stated views on peace from across his career, arguing Levinas should be viewed as a pacifist, albeit a highly original one, who shows that political structures are characterized by violence but reveal their origins in the radical peace of the face-to-face encounter.

scholarly journals Updating anatomy and physiology lab delivery: shifting from a paper-based to an online lab instruction platform, just in time for a global pandemic

2021 ◽  
Vol 45 (2) ◽  
pp. 290-298
Author(s):  
Jennifer A. Stokes ◽  
Dee U. Silverthorn
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Student Perception ◽  
Just In Time ◽  
Face To Face ◽  
Anatomy And Physiology ◽  
Learning Platform ◽  
Global Pandemic ◽  
The Face ◽  
Physiology Laboratory

This paper describes how an anatomy and physiology laboratory class transitioned from a paper-based lab to an online learning platform that updated the curriculum to rely more on face-to-face small group collaboration and peer teaching. Student perceptions of the new format were positive, but halfway through the transition a global pandemic challenged the new instruction method. The face-to-face curriculum had to be adjusted to a virtual format that lacked in-person interaction between the instructor and the students. This switch to virtual labs had an adverse effect on both student perception and student performance in the second half of the semester. Our observations underscore the importance of creating an interactive community when teaching virtually.

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