Lecture Capture Research Articles

Wasit University management of the educational process in accordance with the requirements of sustainable development in light of the Corona pandemic (COVID-19)

The current working paper aimed to reveal the efforts of Wasit University in its management of the educational process in accordance with the requirements of sustainable development in light of the Corona pandemic ((COVID-19), where the university administration invested during the state of emergency all its energies and capabilities and worked to facilitate the tasks, which achieved the superiority of the university in experiencing the transformation experience. To e-learning during the pandemic period the university worked gradually and comprehensively within the emergency plan that came into existence in cooperation between the Board of Directors, the Deans Council and emergency committees and was implemented in cooperation with various authorities. The university adopts a fixed e-learning methodology that is characterized by flexibility, where the teacher records the lecture in video form, whether using PowerPoint with audio recording or screen recording of lectures every week and holding at least one interactive meeting at the same time as the lecture on the academic schedule so that students can watch the lectures at the appropriate times For them or the teacher holds all his lectures interactively directly with the students, provided that all lectures are Interactive at the time of the lecture according to the study schedule, and ways were provided to add solutions to raise the level of security for the content available on Zoom and One drive. A guide was provided for using Zoom not only for interactive meetings, but also for recording off-line lectures and making them available to students on the Moodle platform, and other important guides. The team viewer program was also used to gain access to the computers of teachers who find it difficult to deal with issues related to e-learning and explain it step by step directly, and this method was very effective. The university is now working on developing a specific mechanism to prepare for final exams using e-learning, taking into account the process of remote monitoring and answering students’ inquiries during exams while maintaining the highest levels of academic standards and enhancing quality in education, thus making Wasit University the pioneer in adopting the electronic exam method. It was also revealed in the working paper about the effectiveness of e-learning in light of the spread of the Corona virus from the point of view of the faculty members at Wasit University, and the researcher conducted a survey and to achieve the objectives of the study, the descriptive analytical approach was relied on, and the study sample consisted of (300) faculty members. At the University of Wasit who taught during the period of the spread of the Corona virus through the e-learning system, the necessary data were collected using a questionnaire whose reliability coefficient reached (0.804) and was applied to the study sample. The results of the study revealed that the study sample’s evaluation of the effectiveness of e-learning in light of the spread of the Corona virus from their point of view was average, and their evaluation of the field of e-learning continuity and the field of interaction of faculty members with e-learning, and the field of students’ interaction in the use of e-learning was average, and the researcher recommended holding training courses In the field of e-learning for both teachers and students, and help in benefiting from the e-learning system in higher education institutions in the future.Keyword: Wasit University, management , Educational, Process Corona pandemic (COVID-19)

Lecture Recording Success in Academic Face- to- Face Teaching

ABSTRACT Hundreds of academic institutions around the world dedicated considerable funding to lecture recording to accompany face-to-face teaching prior to the massive transition to distance education due to Covid-19. Furthermore, there is reason to believe that they will continue to do so after teaching will return to the physical classroom. Thus, a methodological examination of the success of lecture recordings as augmentation to face-to-face teaching should be of managerial interest. In this study, five success categories of lecture recording in a college were evaluated based on the information system success model promulgated by DeLone & McLean (1992). Results obtained through a campus-wide questionnaire and system log files showed relatively low usage of the system by students, who gave a somewhat low evaluation of system quality, information quality, and general satisfaction, but a higher assessment for the contribution of the system to their learning. Analysis also found significant correlations between success categories suggested by DeLone & McLean, with some exceptions. These results raise questions regarding the high-cost investments in lecture recording. These questions and the implication of the findings for research and higher education decision makers are discussed.

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Intelligent lecture recording system based on coordination of face-detection and pedestrian dead reckoning.

Automatic lecture recording is an appealing alternative approach to manually recording lectures in the process of online course making as it can to a large extent save labor cost. The key of the automatic recording system is lecturer tracking, and the existing automatic tracking methods tend to lose the target in the case of lecturer’s rapid movement. This article proposes a lecturer tracking system based on MobileNet-SSD face detection and Pedestrian Dead Reckoning (PDR) technology to solve this problem. First, the particle filter algorithm is used to fuse the PDR information with the rotation angle information of the Pan-Tilt camera, which can improve the accuracy of detection under the tracking process. In addition, to improve face detection performance on the edge side, we utilize the OpenVINO toolkit to optimize the inference speed of the Convolutional Neural Networks (CNNs) before deploying the model. Further, when the lecturer is beyond the camera’s field of view, the PDR auxiliary module is enabled to capture the object automatically. We built the entire lecture recording system from scratch and performed the experiments in the real lectures. The experimental results show that our system outperforms the systems without a PDR module in terms of the accuracy and robustness.

Multimodal Classification of Teaching Activities from University Lecture Recordings

The way of understanding online higher education has greatly changed due to the worldwide pandemic situation. Teaching is undertaken remotely, and the faculty incorporate lecture audio recordings as part of the teaching material. This new online teaching–learning setting has largely impacted university classes. While online teaching technology that enriches virtual classrooms has been abundant over the past two years, the same has not occurred in supporting students during online learning. To overcome this limitation, our aim is to work toward enabling students to easily access the piece of the lesson recording in which the teacher explains a theoretical concept, solves an exercise, or comments on organizational issues of the course. To that end, we present a multimodal classification algorithm that identifies the type of activity that is being carried out at any time of the lesson by using a transformer-based language model that exploits features from the audio file and from the automated lecture transcription. The experimental results will show that some academic activities are more easily identifiable with the audio signal while resorting to the text transcription is needed to identify others. All in all, our contribution aims to recognize the academic activities of a teacher during a lesson.

Perceptions of distance learning among Al-Qunfudhah medical students during the COVID-19 pandemic

ObjectivesThis study aimed to assess perceptions among undergraduate medical students toward distance learning and its effects on their academic performance during the COVID-19 pandemic at Al-Qunfudhah College of Medicine, Umm Al-Qura University, KSA. Material and MethodsA cross-sectional study was conducted among medical students at Al-Qunfudhah College of Medicine, Umm Al-Qura University, KSA, during the 2020–2021 academic year. Data were collected through a predesigned, well-structured online survey from (1st March to 31th May 2021). ResultsA sample of 223 undergraduates responded to an online survey, with a response rate of 74.3%; female students represented 54.3%. Blended education was preferred by most students (73.1%). Moreover, 72.2% of students perceived that distance learning saved their time, and approximately two-thirds (61.4%) were stimulated by the availability of lecture recordings. Approximately 59% and 54% reported that distance learning was more comfortable and improved their technology skills, respectively. Poor communication (66%) and network problems (61.4%) were the most common challenges in distance learning. Nonetheless, a substantial increase (P = 0.001) in students' grade point averages was observed with distance learning. ConclusionMost medical students preferred blended education combining the advantages of both traditional and distance learning strategies. The availability of educational materials, improvements in students' technological skills and time saving were the most perceived benefits of distance learning among students. However, the main obstacles were internet problems, poor communication and deprivation from real clinical practice. Despite the improvement in students' grade point averages during distance learning compared with traditional learning, blended education was recommended by the majority or participants.

Watching or Waiting?: Effects of In‐Person Active Learning Sessions on Student Engagement with Lecture Recordings and Course Resources

It is no surprise that the Covid‐19 pandemic severely affected higher education during the 2020‐2021 academic year. However, these effects continue to be felt throughout many classrooms as students and instructors struggle to return to any semblance of normalcy. Our research sought to investigate the following question: How do students’ interactions with lecture recordings and perceptions of their study strategies differ between the Fall 2020 and Fall 2021 semesters? We examined this question in a large undergraduate anatomy class in the Midwest. During the Fall of 2020, all of our lectures were pre‐recorded and posted online. During the Fall of 2021, these same recordings were used again, but in‐person active learning sessions were also provided to enhance student engagement with the material. We hypothesized that students having in‐person active learning sessions would help students to stay caught up with the lecture recordings compared to when there were no in‐person sessions. We also hypothesized that student study strategies would change with the presence of in‐person active learning. The present study utilized learning analytics from the course management system to assess student engagement with the video recordings and student survey responses to examine student perceptions and study strategies for each semester. These data were then compared with both lab and lecture exam grades and course outcomes to determine how effectively students are interacting with these materials within the context of each semester. The results found that students continue to struggle with staying caught up on lecture recordings and are even less likely to engage with the lecture recordings when in‐person active learning sessions are offered as well. However, this lack of engagement with these resources also corresponded with a significant drop in the average exam grades for the course despite the availability of additional resources. These results have significant implications for course management and student expectations as we (hopefully) move forward from the Covid‐19 pandemic.

Effectiveness of a Three‐Drawing Strategy for Self‐Assessment and Metacognitive Awareness of Anatomical Knowledge

Anatomy is often taken as a pre‐health prerequisite early in students’ undergraduate career. Universities accept students with varying backgrounds and study skills, so it is imperative for students to approach scientific rigorous subjects in an efficient manner. Anatomy is a visual science where drawing may help students with knowledge retention and retrieval. Prior research in active learning shows improved retention by drawing histological tissue (Balemans et al., 2015) and benefits of multiple iterations of drawing anatomical structures (Backhouse et al., 2016). Multiple drawings studies with initial free recall for metacognitive awareness have not been published. In this research, active learning through drawing is explored in a three‐drawing approach with consideration for metacognitive application and self‐assessment. A previous pilot study with a small group of undergraduate anatomy students indicated the effectiveness of this drawing strategy. This current study expands on the pilot, by utilizing the three‐drawing strategy in a large‐enrollment, undergraduate anatomy class.A three‐drawing template was provided to a 5‐credit hour undergraduate Basic Human Anatomy course (ANAT‐A215) during a face‐to‐face active learning session in a flipped classroom (480 students with 1 lecture and 12 lab sections). Lecture content was presented asynchronously via lecture recordings and face‐to‐face lecture instruction provided interactive activities, two of which were dedicated to the drawing activities of this study. Upon completion, students were provided with the opportunity for 2 points extra credit for drawing submissions. Drawing 1, “What you think you know,” was completed by free recall without any references. Drawing 2, “What you see,” had students observe, analyze, and draw the structures into the template based off a Human Anatomy textbook image. Drawing 3, “What you learned,” involved free recall drawing without any resources immediately after drawing 2. A scoring rubric with a range of 0‐15 points was used to compare anatomical accuracies with shape, structure proportion, orientation, and drawing and labelling of both bone/muscle features across drawing 1 and drawing 3. The first author led the interactive drawing sessions and developed both the three‐drawing activity and scoring rubric.Results suggest that students tend to fall into three groups. In the first group, students do not improve (as may be expected) in their drawings. In the second group, students have a strong initial grasp of the anatomical structures capturing appropriate shape, labelling, and features from the initial drawing 1 and demonstrate marginal improvement in drawing 3. The third group show great improvement comparing drawing 1 to drawing 3; drawing 1 might not show recall of the structures nor features labelled and improvement in drawing 3 includes structure shapes, features, and labelling of muscle/bone. In a broad scope, an overall improvement in scores is seen for most students—particularly in structure shape, recall of structures, and labelling of features. These results suggest the use of a three‐drawing learning strategy in anatomy is beneficial to student learning and self‐assessment. Using this approach, students can assess their perceived knowledge vs. learned content ultimately encouraging self‐regulation, content engagement, and self‐assessment for reflection on areas that might need further improvement.

The benefits of incorporating active learning into online, asynchronous coursework in dental physiology

The COVID‐19 pandemic required a shift to online learning that posed particular challenges for the education of dental students. Basic science courses were presented in an online, asynchronous format to facilitate small group rotations through preclinical work. The success of active learning was previously examined in a Dental Physiology course, and it was desired to reassess those methods in an online environment. It was unclear whether the loss of the collaborative opportunities during the active learning sessions would negatively impact student perceptions or performance. In the asynchronous, online environment, students were unable to easily share their ideas with their classmates or ask questions of the lecturer in real time. The 120 students enrolled in the first‐year Dental Physiology course were provided with pre‐recorded sections of content containing learning activities, and the effectiveness was compared with sections of traditional lecture recordings. On surveys, dental students had more positive perceptions of online recordings that incorporated active learning strategies, with higher perceived effectiveness of the lecturer, ability to pay attention, motivation to study, and confidence with the material. This was similar to the previous study, in which face‐2‐face (F2F) active learning was more positively reviewed than traditional lectures. Compared with these past sections, the online cohort expressed similarly positive perceptions of the active learning sections, but the online traditional lectures were perceived to be less effective than F2F lectures. Despite the differences in student perceptions, unit exam scores were similar for traditional didactic lectures in both online and F2F settings (P=1.000, one‐way ANOVA). In the online setting, active learning exam scores were 8.13% higher than traditional lecture recordings (P&lt;0.001, one‐way ANOVA and Bonferroni post‐hoc test). However, the previous F2F active learning produced significantly higher scores than online active learning on unit exams (P=0.04). While active learning strategies continue to be effective, further research is needed to optimize these methods and engage students in online coursework. The results suggest the importance of active and collaborative learning opportunities in the education of students in physiology coursework.

Effects of captions, transcripts and reminders on learning and perceptions of lecture capture

Lecture capture is popular within Higher Education, but previous research suggests that students do not always optimally select content to review, nor do they make the most of specific functions. In the current study conducted in the 2019/20 academic year, we used a repeated-measures crossover design to establish the effects of transcripts with closed captioning, and email reminders, on use (self-reported and system analytics), perceptions of lecture capture and student performance, as measured by multiple-choice question (MCQ) tests designed to assess the module learning outcomes. System analytics (N = 129) and survey data (N = 42) were collected from students alongside qualitative data from semi-structured interviews (N = 8). We found that students value lecture capture highly, but do not access it extensively during the teaching period. The availability of transcripts and closed captions did not impact the amount of capture use or performance on MCQ tests, but did result in more positive perceptions of capture, including increased likelihood of recommending it to others. The use of email reminders referring students to specific segments of capture and reminding them of the functionality had no impact on any measure, although qualitative data suggested that the content of reminders may be used in revision rather than during the teaching period, which fell outside the period we investigated. Collectively, these data suggest that the use of captions and transcripts may be beneficial to students by allowing dual processing of visual and audio content, and a searchable resource to help consolidate their learning but there is little evidence to support reminders.

If you build it, will they come?

INTRODUCTION. Active learning has been demonstrated to lead to better learning outcomes for students within education, but within higher education institutions, there are still a wide range of barriers that prevent active learning from taking place. METHOD. In this article, I discuss some of the key barriers, including the design of the teaching space, the use of new technologies (such as lecture capture), and challenges created by the COVID-19 pandemic. RESULTS &amp; DISCUSSION. Much of the literature suggests that, whilst there are structural barriers that discourage the use of active learning (such as the built environment), it is not sufficient to merely remove these barriers, but it is also important to create a demand from educators (and students) for newer, active pedagogies.

Live or lecture capture: Evidence from a classroom random control trial

This study employs a random control trial experimental design to compare student learning outcomes in situations with live lectures and situations with ‘captured’ – virtually recorded asynchronous – lectures. Students across five sections of introductory microeconomics were randomly assigned to attend a lecture in person or virtually. They were then quizzed on the material covered. Later in the semester, the same students were switched to the opposite modality and quizzed again on new material. An important feature of the experimental design was that the topics differed significantly in complexity. We find that with the more difficult topic, students watching recorded lectures performed better than those attending live lectures. For an easier topic, however, the opposite was true. Male students benefitted most from lecture capture, particularly on the more difficult topic. Women students were largely indifferent to changes in lecture modality.

Online microlearning and student engagement in computer games higher education

Microlearning, in which lecture recordings are segmented into parts, saw renewed focus as a means of maintaining student engagement amid the challenging conditions of the COVID-19 pandemic. While many institutions shifted to remote provision with segmented lecture recordings, there is a lack of consensus about the length that these segments should be in order to best maintain engagement. Using a self-reported system of Likert-based diagnostics, 135 videos in use at Solent University’s computer games area were analysed. Ninety-four students were asked to agree or disagree with statements in the format ‘I understand X’, each tailored to the subject material of the video in question. Repeated questions before and after the video allowed for a change in confidence to be measured, as an indicator of engagement. The resulting 4198 responses showed an optimum range of 5–8 min overall. However, the year of study emerged as a significant factor in this regard – with an optimum range for first years at 6–12 min, and for second and third years at under 8 min. There is a need for institutional-level change in this area, as many institutions currently recommend use of lecture video segments far longer than either figure.

How Virtual Animal Anatomy facilitated a successful transition to online instruction and supported student learning during the coronavirus pandemic.

Anatomy faculty with cadaver-based laboratory courses were presented with a significant challenge in March 2020 to create equivalent learning experiences without cadaveric access. The undergraduate domestic animal anatomy course at the Colorado State University was halfway into a 16-week semester when COVID-19lockdown orders and the transition to remote instruction began. The new course curriculum was critically evaluated using student surveys and course outcome data. Most students (92.5%) agreed that the transition to online learning was a success; however, students who valued face-to-face lectures prior to March were less likely to perceive the transition as a success. Qualitative and quantitative analyses of survey results suggest that the resources perceived as most helpful for the transition to online learning were not the same as those that helped facilitate animal anatomy learning. Most students (92.5%) agreed that the Virtual Animal Anatomy (VAA) helped them learn anatomy, and 82.2% indicated that the VAA was a valuable resource following the transition to online learning. Additional resources associated with transition success included course instructors, weekly quizzes, written descriptions of anatomical structures and open laboratory sessions. In contrast, those resources associated with facilitating learning included guided quizzes and asynchronous lecture recordings. These findings suggest that the VAA can support online anatomy learning when used in conjunction with other best practices for online teaching.

The pandemic as a trigger for decolonizing classroom teaching in qualitative health research?

Teaching qualitative methods for health science students, we have previously focused on the importance of physical presence in data collection and interaction between researcher and study participants. Such presence has also been vital in our pedagogy where we have urged students to be present at lectures and doing practical assignments for qualitative methods in order to be able to reflect upon interaction and construction of knowledge that happens within qualitative research. Due to the pandemic, our teaching had to move to digital platforms. The change in teaching format has shown promise for decolonizing classrooms through providing an opportunity for students at satellite campuses or those living in remote areas. In a country like Norway with scattered population this is an important contribution when we know that especially boys growing up in rural areas to a lesser degree graduate from universities, while girls go to the cities and graduates and never return to the rural areas. Digital teaching also promote knowledge on qualitative health research in these areas. Prior to the pandemic, our on-campus teaching was streamed to two other campuses across Norway. During the pandemic, all students were given the opportunity to follow digital teaching from their home, and we started to record lectures so they could be seen independent of time and space, which was of particular importance for students working in health services during the pandemic. Students who had previously followed streamed lectures at the satellite campuses increased their satisfaction due to a more equal offer where all students could ask questions through the chat or microphone, which tells us they might have felt marginalized before the pandemic. Moreover, international students attending global health programs has not been able to move physically to Norway, and by offering digital teaching we avoid delay in their study-progress but missed out the possibility to meet them and observe non-verbal communication. When teaching qualitative health research, we aim to make students reflect upon diverse knowledge and perspectives. In our course, we are gathering students from different health professions, which provides experiences from different fields of knowledge. Our course reading list includes articles with empirical examples from different professional fields. However, during the sudden need to convert our teaching to digital platforms, we have left out the attention to more diverse ways of knowing/doing qualitative research. Rather, we have focused on a multitude of technological solutions – which may allow for diverse ways of knowing (YouTube videos with international colleagues, including interactive activities as Mentimeter, Kahoote, or Padlet). The new practices we have developed will impact our future teaching through new evaluations on which subjects that are suitable for flipped-classroom or fully developed e-learning, and which subjects gain the best learning outcomes through physical meetings with technology assisted activities. However, at present, we have lost some of the spontaneity and the creative process when interacting physically. This specifically concerns losing the informal interaction with students during a break, including questions students ask that they feel too shy to ask within the larger group. One important challenge lies in the teaching staff’s working conditions since there is not much time for creative pedagogy through new technologies. The competencies in technology seem to be inversely proportional to age/year of research which may make us loose important research experience and critical thinking.

The Role of Blended Learning (Campus and E-Learning) on Students’ Scientific Level in Accounting Subjects an Exploratory Study of the Opinions of a Sample of Students of the Accounting Department at Salahaddin University-Erbil for the Academic Year 2020-2021

The research dealt with the relationship of blended education with the scientific level of students of the Accounting Department in accounting subjects and whether there was an effect of blended education on the scientific level of students in those subjects. The results of the research showed that the blended education with its two methods (inside the halls and electronic) has a significant and direct effect on the scientific level of students in the study subjects according to the results of the statistical analysis and the most important recommendations of the study are the continuation of electronic education in parallel with the education inside the halls, especially for students who want to continue to study from a distance and to achieve this, the research recommends establishing studios and equipping them with modern devices and to record lectures with audio and video. Reference: داود، سلیمان حمودة محمد (2018) فاعلیة مقرر الالکتروني لمهارات الاتصال وفق معاییر جودة التعلیم الالکتروني في التحصیل الدراسي والاتجاه نحو المقرر لدی طلاب کلیة الشریعة جامعة القصیم- المملکة العربیة السعودیة، المجلة الدولیة للابحاث التربویة، 42 (1) ، جامعة الامارات، لەم بەستەرە بەردەستە: https://www.academia.edu/35662943 (Accessed: 7 September 2021). الربیعي، محمود داود (2020) تطبيق التعليم المدمج في الجامعات العراقية، ئارتیکڵێکی زانستیە لەم بەستەرە بەردەستە: https://mustaqbal-college.edu.iq/ (Accessed: 19 August 2021). الزاملي، علي عبد الحسین هاني (2014) التعلیم المحاسبي ودوره في تطویر المهارات المهنیة لخریجي قسم المحاسبة، مجلة الادارة والاقتصاد، 3 (12)، کلیة الادارة والاقتصاد- جامعة کربلاء، ل. 286- 312. السقا، د. زیاد هاشم، والحمدانی، خلیل ابراهیم (2013)، دور التعلیم الالکتروني في زیادة کفاءة وفاعلیة التعلیم المحاسبي، مجلة اداء المٶسسات الجزائیریة، 2، جامعة قاصدي مرباح ورقلة، ل. 47-64. عبدالله، عائدة عثمان، و الاسمري، هاجر (2018) دور التعلیم المحاسبي في ترسیخ اخلاقیات مهنة المحاسبة في المملکة العربیة السعودیة، Route Educational and Social Science Journal، (5(3، لەم بەستەرە بەردەستە: http://www.ressjournal.com/Makaleler/902708651 (Accessed: 5 September 2021). عجیلة، محمد، وقنیع، احمد (2016) مساهمة التعلیم المحاسبي الالکتروني في تنمیة مهارات طلبة اقسام المحاسبة، المجلة الجزائریة للدراسات المحاسبیة والمالیة، العدد 3، جامعة قاصدي مرباح ورقلة (الجزائر). ل. 37- 47. Arkorful, V. (2014) The role of e-learning, the advantages and disadvantages of its adoption in Higher Education, International Journal of Education and Research, 2 (12). Available at: https://www.researchgate.net/publication/348335311 (Accessed: 11 September 2021). Bryan, A., Volchenkova K.N. (2016) Blended Learning: Definition, Models, Implications For Higher Education, Bulletin of the South Ural State University. Ser. Education. Educational Sciences, 8(2). Available at: https://www.researchgate.net/ publication/ 303815166 (Accessed: 11 September 2021). Chang, T.F., Chao, C,M., Cheng, B.W. (2015) Framework and Verification of a Blended E-learning System Behavioral Intention Model among Clinical Nurses, Journal of Baltic Science Education, 14(6), the Scientia Socialis Ltd., pp. 733-743. Dziuban, C. et al (2018) Blended learning: the new normal and emerging technologies, International Journal of Educational Technology in Higher Education, Open Access, Open University of Catalonia &amp; University of Los Andes – Colombia, DOI 10.1186/s41239-017-0087-5 http://www.hammuraby.com (Accessed: 12 September 2021). https://moodle.org (Accessed: 10 September 2021).

A review of lecture capture research in business education

ABSTRACT The purpose of this paper is to provide a comprehensive review of empirical lecture capture (LC) research in business education from the last ten years. Lecture capture was selected as it is a common delivery tool in both online and blended learning courses. By summarizing extant empirical LC research in business education, we lay the foundation for future (post-COVID-19) research in online and blended learning. We believe it is important for future research to meaningfully integrate past empirical results in order to fully assess, understand, and predict the learning modalities that will best serve business education stakeholders in a post-COVID world. To that end, we provide a compilation of empirical lecture capture results by theme that is useful for both research and teaching purposes. We also provide a condensed summary of empirical findings and recommendations that can be easily disseminated to faculty in order to facilitate instructor preparedness for teaching in this modality and as well as inform pedagogical decision-making.

The Post-Pandemic Lecture: Views from Academic Staff across the UK

COVID-19 forced the closure of UK universities. One effect of this was a change in how lectures, and their recordings, were made and used. In this research, we aimed to address two related research questions. Firstly, we aimed to understand how UK universities replaced in-person lectures and, secondly, to establish what academic staff believed the post-pandemic lecture would look like. In a mixed-methods study, we collected anonymous quantitative and qualitative data from 87 academics at 36 UK institutions. Analysis revealed that respondents recognised the value and importance of interactive teaching and indicated that the post-pandemic lecture would and should make greater use of this. Data also revealed positive views of lecture capture, in contrast to pre-pandemic studies, and demonstrated that staff recognised their value for those who were unable to attend, or who had specific learning differences. However, staff also recognised the value of asynchronous lecture videos within a blended or flipped approach. This study provides evidence that the pandemic has engendered changes in attitudes and practices within UK higher education that are conducive to educational reform.

The impact of lecture capture availability on academic performance in a large biomedical science course

Lecture capture is a technology where live lectures are recorded in a digital format and made available to students to view at their convenience. The use of this technology in higher education has steadily increased despite mixed results as to whether it is beneficial to student achievement. The current study utilized a two-group quasi-experimental design to examine the impact of lecture capture availability on academic performance in a large enrollment, two-term, second year biomedical science course. Academic performance was compared between two matched cohorts enrolled in the same biomedical science course taught by the same instructor in which one course did not have access to lecture recordings (2017–18 academic year, N = 433) and the other did (2018–19 academic year, N = 414). Academic performance was evaluated by comparing scores on identical exam questions and the final grade earned in the course. Student’s t-test revealed that lecture capture availability resulted in a decline in performance on exams and the final course grade. We also evaluated whether lecture capture influenced student attendance via an in-class student response system and a t-test found that student attendance was comparable between the cohorts. A chi-squared test also found that lecture capture availability resulted in significantly more course failures. Importantly, a student’s t-test showed that GPA did not differ between the cohorts. To our knowledge this is the first study to show that lecture capture availability resulted in a decline in academic performance despite similar in-class attendance and GPA.

An Evidence-Based Study on Teaching Computer Aided Design in Higher Education during the COVID-19 Pandemic

The pandemic has had a major effect on engineering education, transforming both current and future teaching practice. The physical meetings between student and teacher have during the pandemic been replaced by online contact and recordings of lectures and demonstrations. In this paper, the focus is on computer aided design (CAD) teaching for first-year engineering students. CAD is a topic usually characterized by a close contact by student and teacher, with hands-on instruction at the computer using the CAD software. In the paper, the experiences and learnings from the rapid shift to on-line teaching in CAD are summarized and discussed, and learnings and takeaways for a redesign of future CAD teaching are discussed. Both the students’ learning and their mental wellbeing are evaluated. It is found that on a general level, the students were satisfied with the online teaching and rated it as better or equal to traditional teaching. However, there is still room for improvement, since some students found the situation stressful and pointed out the difficulty to ask questions online. The findings are based on a student survey, existing literature, and the authors own teaching practices during the pandemic.