Abstract
Pre-recorded lectures (podcasts) and recordings of live lectures (lecture-capture) are now everyday occurrences on many college campuses. Student use and opinions of these technologies have been frequently studied. However, there has been little reported on how faculty perceive these technologies. This article reports the results from a 2010 survey of dental, medical, and nursing faculty about their experiences with podcast/lecture capture technologies as teaching tools. A 46-item survey was distributed electronically to full-time faculty at the schools of Dentistry, Medicine, and Nursing on the campus of Indiana University-Purdue University Indianapolis (IUPUI) in Fall 2010 to determine their experiences and perceptions of podcast/lecture capture technologies as teaching tools. Of the 398 respondents, 32% employed lecture capture while only 2% used podcasting. Of those faculty not currently recording materials, 83 (68%) stated that they plan to do so in the next 2 years. Lack of time, 26 (24%) and training, (22%) are major reasons stated for not recording course content. Although a large number of faculty believe student learning has improved through the use of these technologies (74%, n=86), few stated that test scores have improved following implementation of electronic delivery of course materials (29%, n=34). There was no correlation between the use of podcast/lecture capture technologies and faculty gender, school, or years of teaching. A wide array of technologies to record lectures and present additional course materials electronically are in use at the health sciences programs on the IUPUI campus. Overall, faculty view these technologies in a favorable light.
Highlights
The term “podcast” describes both audio and/or video files that can be downloaded and played on a personal computer or mobile device
Our research questions were intended to determine the following: 1) the extent to which health sciences faculty are using these technologies, 2) differences in use and perceptions of webcasting technologies among faculty based on health science program, faculty gender, or years of teaching experience, 3) faculty perceptions of the advantages / disadvantages for themselves and for their students, and 4) perceived barriers to using the technologies
Regarding the extent to which faculty use webcasting technologies, lecture capture and podcasting software systems are in use at each of the health sciences schools represented by the survey, only about one-third of the faculty respondents reported using them
Summary
The term “podcast” describes both audio and/or video files that can be downloaded and played on a personal computer or mobile device. Lectures, based on a Microsoft Power Point slideshow along with a recording of the instructor’s lecture narration can be downloaded and played on a laptop computer. Such video podcasts can be pre-recorded and distributed in advance or in lieu of class, or they can be generated during the class session as “lecture capture” and made available subsequent to the class session. For the purposes of this paper a podcast is defined as any presentation that is pre-recorded and lecture capture refers to a presentation that is recorded live. The use of podcasting, lecture capture, and other electronic delivery mechanisms has, in a relatively short period of time, become an accepted practice of instructional delivery in health science programs
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