Abstract
Video lecture capture is one of the most attractive e-tools that has been introduced to support students learning and assist with grasping difficult concepts. A variety of benefits is offered through this system introduced at our institution nearly a decade ago. We evaluated lecture capture viewings for professional undergraduate pharmacy courses in the Fall and Spring semesters over three academic years and analyzed data for one cohort of students. Each course within the pharmacy program was analyzed and viewing figures downloaded through the Echo360 management system. The average number of views per lecture, per semester was summarized. We observed that junior students viewed lecture capture most frequently with the number of views highest at the beginning of the academic year (Fall semester). Analysis of 18 courses which occurred 48 times over the three academic years studied, showed that 21 course occurrences had an average number of views per lecture equal to or higher than the number of students enrolled in the course, indicating that only 44% of courses had on average, at least, one student viewing each lecture recording. Of particular note, year 1 students had the highest percentage of courses viewed by a number equal to or higher than students enrolled (9 occurrences out of 16 or 56%), followed by year 2 students (9 occurrences out of 21 or 43%), and finally year 3 students (3 occurrences out of 11 or 27%). This pattern of lecture recording viewing was further underscored by longitudinally following-up the class of 2020 (24 students) over three academic years. To ensure optimal use of the system by both students and faculty for a multitude of learning and teaching styles and methods, we propose to implement professional development sessions for faculty to showcase the advantages of the lecture capture system and maximize the benefits from its availability. Further quantitative and qualitative studies are warranted to fully grasp the motivations for use, attitudes and perceptions towards the system.
Highlights
The use of technology to support teaching and learning is evolving rapidly, with multiple technologies currently used to assist teaching and introduce active learning in the classroom setting (Hussain & Wilby, 2019)
Over the course of three academic years (16AY, 17AY and 18AY) and six semesters, a marginally higher number of lecture capture views was observed throughout the Fall semester within different professional years; a decrease in number of views was evident for the consecutive courses during the Spring semester (Figs. 1, 2 and 3)
The average number of views in professional year 1 (P1) courses was equal to or higher than the number of students enrolled (24 or 33 students depending on the academic year) for 9 course occurrences delivered over the 3 academic years studied, indicating that each student viewed each recording for these courses, at least, once
Summary
The use of technology to support teaching and learning is evolving rapidly, with multiple technologies currently used to assist teaching and introduce active learning in the classroom setting (Hussain & Wilby, 2019). Technology-enhanced learning (TEL) is strongly anchored in the learning and teaching strategies of an increasing number of higher education institutions worldwide because it fosters a more collaborative, active, self-centered and adaptive attitude towards learning experience (Casanova, Moreira & Costa, 2011) In this context, video lecture capture is one of the most attractive e-tools that has been introduced to support students learning and assist with grasping difficult concepts (Schnee et al, 2019; Marchand, Pearson & Simon, 2014). Video lecture capture is one of the most attractive e-tools that has been introduced to support students learning and assist with grasping difficult concepts (Schnee et al, 2019; Marchand, Pearson & Simon, 2014) This technology allows live recording of audio and visual content, including instructors and all educational material they may project on screens. There is still no clear agreement about the impact of using lecture capture technologies on academic performance and outcomes with some evidence suggesting improved grades for students, whereas others reporting no impact (Franklin et al, 2011; Maynor, Barrickman, Stamatakis, & Elliott, 2013; Stroup, Pickard, & Kahler, 2012; Fernandes, Maley, & Cruickshank, 2008)
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