Lecture Capture Research Articles

Possible impact of video lecture capture as an e-learning tool: a case study of higher education of Republic of Korea

Possible impact of video lecture capture as an e-learning tool: a case study of higher education of Republic of Korea

Measuring the Accuracy of Automatic Speech Recognition Solutions

For d/Deaf and hard of hearing (DHH) people, captioning is an essential accessibility tool. Significant developments in artificial intelligence mean that automatic speech recognition (ASR) is now a part of many popular applications. This makes creating captions easy and broadly available—but transcription needs high levels of accuracy to be accessible. Scientific publications and industry report very low error rates, claiming that artificial intelligence has reached human parity or even outperforms manual transcription. At the same time, the DHH community reports serious issues with the accuracy and reliability of ASR. There seems to be a mismatch between technical innovations and the real-life experience for people who depend on transcription. Independent and comprehensive data is needed to capture the state of ASR. We measured the performance of 11 common ASR services with recordings of Higher Education lectures. We evaluated the influence of technical conditions like streaming, the use of vocabularies, and differences between languages. Our results show that accuracy ranges widely between vendors and for the individual audio samples. We also measured a significant lower quality for streaming ASR, which is used for live events. Our study shows that despite the recent improvements of ASR, common services lack reliability in accuracy.

Importance, Popularity and Elements of Educational Platforms – A Study of the Opinions of Students from Poland, Ukraine and Kazakhstan

This article presents a comparative international research study analyzing the opinions of students from Poland, Ukraine, and Kazakhstan regarding the importance, popularity, and elements of educational platforms in the field of computer science. The study employed the Kruskal-Wallis test for statistical analysis. The research questions addressed are as follows: RQ1: What are educational platforms in general, and which specific platforms are most popular among students from Poland, Ukraine, and Kazakhstan? RQ2: Which topics are most frequently searched for on educational platforms, and what motivates students from these countries to engage in learning through educational platforms? RQ3: How do students from Poland, Ukraine, and Kazakhstan evaluate the usefulness of different types of content posted on educational platforms, and do they use various platforms to share their code? Two hypotheses are proposed: firstly, that the country of origin of the student does not significantly affect the frequency of use of educational platforms, and secondly, that the country of origin does influence the choice of courses students are interested in on educational platforms. The most popular topics on these platforms are programming and computer networks, with students from Kazakhstan also displaying a keen interest in subjects related to artificial intelligence and computer graphics. Additionally, this study analyzes the conditions of learning and teaching in specialized modules at each university, including teacher requirements, curriculums, and the potential for practical implementation of new knowledge by students. Furthermore, the study examines course elements that are most essential to students, such as video recordings of lectures, tutorials/instructional videos, practical tasks, and solutions to tasks. The article concludes with a discussion and summary of the findings.

Beyond self-report surveys: A comparison of methods for directly observing motivationally supportive teaching practices

Observational measures of teaching are scarce in the motivation literature, but are needed for furthering theoretical knowledge and recommendations for how teachers can support motivation. To inform the development of effective observational tools, particularly for STEM settings, and based on a synthesis of current practices for observing motivational teaching, video lecture recordings from three undergraduate chemistry classes were observed for evidence of instructors’ supports for students’ motivation, including autonomy support, relevance support, and enthusiasm. Four different coding procedures selected from prior research were compared using interrater reliability estimates and descriptive comparisons of observer scores with student perceptions obtained from surveys. Results indicated that even with minimal coder training, observational measures of relevance support (i.e., connections to real life, support for meaningfulness, relevance statements) and enthusiasm achieved acceptable reliability in capturing motivational teaching that also appeared to align with student perceptions. For other observational measures, results indicated a need for further development including clearer operational definitions, limiting the number of processes observers are expected to simultaneously observe, and perhaps more extensive training for coders. To increase replicability and validity, we call for and contribute to greater transparency in reporting the development and implementation of observational methods for capturing contextual supports for students’ optimal psychological functioning in school.

Generating personalised profiles of student engagement to predict student performance and support student learning using LMS data

With the rising popularity of delivering educational content in the online space, this study set out to better understand how students are increasingly engaging with Learning Management Systems (LMSs) for their learning (Gupta, Muralidharan, & Raghavan, 2021; Henrie, Halverson, & Graham, 2018; Conijn, Snijders, Kleingeld, & Matzat, 2017). A data mining approach was used to investigate whether student activity data from LMSs could be used, first in generating profiles of student engagement and, second, in predicting student academic performance (Romero & Ventura, 2013; Tempelaar, Rienties, & Giesbers, 2015; Conijn et al., 2017). LMS activity data was collected throughout a semester for a cohort of undergraduate students (N=534) enrolled in a biomedical science subject. This activity data comprised of total views and downloads of lecture recordings and average time spent viewing lecture recordings, total number of page clicks, total number of LMS course and content page clicks (e.g., lecture lessons), total number of discussion forum posts and views, and total number of formative quiz attempts and reviews (Wang, Chen, & Anderson, 2019; Conijn et al., 2017). K-means cluster analysis was performed to generate profiles of student engagement using this digital LMS data. Measures of student activity derived from this digital LMS data were used to predict academic performance (students' final unit totals), using linear regression and ANOVA. We demonstrate the utility of LMS log data in constructing 'profiles' of student engagement, and in establishing predictors of academic performance. In line with existing literature, average time spent viewing lecture recordings was determined to be a significant predictor of academic performance. Clustering analyses revealed three distinct clusters, or ‘profiles’ of student engagement, each representing key differences in student engagement activity, with greater homogeneity in student engagement behaviour within clusters, and greater heterogeneity across clusters. The current findings provide valuable insights on how our students are increasingly engaging with LMSs for their learning. As delivery of education towards the online space continues to gain momentum, evidence-based approaches such as those utilized in this study will help inform and enhance teaching practices (Jovanovi?, Gaševi?, Pardo, & Dawson, 2020; Ullmann, Wild, & Scott, 2018; Conijn et al., 2017). A better understanding of how students are differentially engaging with LMSs will also help support the development of teaching resources that more closely mirror and complement online student learning behaviors (Dyckhoff, Zielke, Bültmann, Chatti, & Schroeder, 2013; Conijn et al., 2017).

Finding function in dysfunction - The role of a learning technologist

This conference paper examines the pivotal role of Functional Analysts in facilitating the transition from an older in-house Lecture Theatre Recording (LTR) system to a new and advanced lecture recording system called Panopto. The Functional Analysts' responsibilities encompass ensuring a smooth transition, providing expertise and assistance to internal users, and maintaining uninterrupted operations. The paper discusses the process of transitioning to Panopto, including planning, implementation, training, and support. The collaboration, communication, and technical expertise of Functional Analysts are highlighted as key factors for successful system migration. The findings of this case study shed light on the importance of proactive planning, effective change management, and technical proficiency in executing such transitions.

Emerging from the Covid-19 Cocoon

Since March 2020, teaching and learning in UK higher education has undergone a period of metamorphosis. With campus closures, lecturers and tutors could no longer rely on the teaching and learning style honed over years of in-person delivery. Despite the initial uncertainty of transformation, academic staff have adapted to the new situation, embracing new technology to assist lecture recording, seminar delivery and meetings with colleagues and students. Many will feel that they have become different teachers. Perhaps even, improved teachers, able to work in unique ways and address new challenges. For a while it appeared that teaching in higher education had been completed altered as a result. Yet student voices continue to advocate for in-person delivery. Can, and should, lecturers and tutors revert to their ‘old’ pedagogy, when the opportunity arises to return fully to the lecture theatre, classroom, or laboratory? Or have we emerged from the Covid-19 cocoon completely, and permanently, altered? This article reflects on my own experiences, based on returning to exclusively face-to-face delivery from September 2022, after two and a half years of online and blended learning.

Effect of lecture recording on student outcomes: A focus on pharmacy students

Objectives: Lecture recording is a technology available to enhance learning by allowing students to review materials after class. Lecture recording provides many advantages including reviewing materials covered during missed classes, revisiting difficult or confusing materials, and accessing material as often as necessary to facilitate learning. Data surrounding lecture recording in pharmacy schools, specifically those with mandatory attendance, are lacking. The objective of this study is to determine if students at the University of the Incarnate Word Feik School of Pharmacy are using Lecture Capture (LC), a lecture recording system, appropriately and if the use affects their academic performance. In addition, the study evaluates student perceptions of lecture recording. Materials and Methods: A survey was given to pharmacy students in their 2nd professional year and again in their 3rd professional year to assess their use of the lecture recording system, LC. Appropriate use was defined as listening to lecture segments to clarify confusing or complex concepts. The primary outcome was the correlation between semester grade point average (GPA) and appropriate use of LC. The secondary outcome was students’ perception of the effect of LC on their academic performance. Results: No statistically significant difference in semester GPA was found between students who use LC appropriately and those who use it inappropriately. However, the majority of students feel that using LC helps them earn higher grades. Conclusion: The way in which LC is used does not affect student academic performance in terms of semester GPA but is associated with positive student perceptions.

VocDoc, what happened to my voice? Towards automatically capturing vocal fatigue in the wild

Objective:Voice problems that arise during everyday vocal use can hardly be captured by standard outpatient voice assessments. In preparation for a digital health application to automatically assess longitudinal voice data ‘in the wild’ – the VocDoc, the aim of this paper was to study vocal fatigue from the speaker’s perspective, the healthcare professional’s perspective, and the ‘machine’s’ perspective. Methods:We collected data of four voice healthy speakers completing a 90-min reading task. Every 10 min the speakers were asked about subjective voice characteristics. Then, we elaborated on the task of elapsed speaking time recognition: We carried out listening experiments with speech and language therapists and employed random forests on the basis of extracted acoustic features. We validated our models speaker-dependently and speaker-independently and analysed underlying feature importances. For an additional, clinical application-oriented scenario, we extended our dataset for lecture recordings of another two speakers. Results:Self- and expert-assessments were not consistent. With mean F1 scores up to 0.78, automatic elapsed speaking time recognition worked reliably in the speaker-dependent scenario only. A small set of acoustic features – other than features previously reported to reflect vocal fatigue – was found to universally describe long-term variations of the voice. Conclusion:Vocal fatigue seems to have individual effects across different speakers. Machine learning has the potential to automatically detect and characterise vocal changes over time. Significance:Our study provides technical underpinnings for a future mobile solution to objectively capture pathological long-term voice variations in everyday life settings and make them clinically accessible.

Attitude and peer norm predict how students use lecture recordings

The impact of lecture recordings on university students' learning often depends on whether the recordings are used as a substitute for attending live lectures (watching instead of attending; usually undesirable) or as a supplement to attending (watching in addition to attending; usually desirable). However, little is known about the predictors of how students use the recordings. This study examined the demographic and psychological variables associated with attending live lectures, and with the use of lecture recordings as a substitute or supplement. In particular, we characterised the students' own opinions about attending live lectures and using lecture recordings (attitude), students' beliefs about what their classmates thought about these behaviours (peer norm), and students' beliefs about what their lecturers thought about these behaviours (lecturer norm). Using data gathered in a large introductory psychology course (n = 212), we found that attending live lectures, using recordings as a supplement and using recordings as a substitute were all viewed favourably and perceived to be accepted by peers. The perception of lecturer norm was more nuanced, with substitution perceived as the least acceptable to lecturers. Generally, the more positive the students’ own attitude and the perceived peer norm towards engaging with lectures in a particular way (attending live, using recordings as a supplement, or using recordings as a substitute), the more likely students were to engage with lectures in that way. These findings suggest that attitudes and peer norms may be valuable targets for educational interventions in this area.

CHALLENGES AND OPPORTUNITIES IN ONLINE LEARNING OF GENERAL MEDICINE: STUDY AMONG PHASE 4 MBBS STUDENTS IN INDIA

Introduction: Following the COVID-19 pandemic, India enacted complete shutdowns including medical colleges. When medical educators and students searched for new teaching and learning methods, they discovered online learning. Students were having a hard time keeping up their high standards of instruction while adjusting to the new online learning environment. The current study's objectives were to describe the opportunities and identify the difficulties that Phase 4 medical students had when learning general medicine through online platforms. Methods: A mixed type of study was done in the Perambalur medical college among Phase 4 medical students, which lasted for 4 months. Those who were willing to participate in the study were included whereas who were not responded to mail were excluded. With the intention of examining the difficulties and prospects in online education, the focus group discussion lasted 45 minutes and the whole session was recorded as a video. Then, 150 students participated in a quantitative study by direct interview using a semi-structured questionnaire. Results: About 31% of the students’ hail from rural areas. Most of the students (62%) felt they gained not much knowledge through online classes and about 61% felt they got less chance for rest between lectures. About 82% of the students felt they were comfortable with online classes rather than classroom teaching and 74% of them felt less stress in the learning process in their home. Conclusion: The main challenges felt by the students about online teaching of general medicine subjects were not gaining much knowledge and not getting enough rest between lectures. The opportunities felt by the students during online teaching were convenience, less stress, and the ability to record lectures.

Online Course Viewings and Their Effects on Performances in Covid-19 Distance Education Period

Despite numerous studies examining student preferences in terms of live and recorded lecture viewings, the effects of lesson viewings on online platforms have been limitedly studied. In this study, the rates of attending live lectures and viewing lecture recordings in the Covid-19 era were examined, and attendance and viewings effects on final scores in these courses were evaluated. For this purpose, data from online education systems of live and record viewings for Turkish Literature, mathematics, and biostatistics classes in the spring semester of 2021-2022, belonging to 13 Turkish universities and 2082 students, were utilized. We found that (1) Thirteen percent of the students did not view any live or recorded courses, and approximately one-third did not enter the final exam; (2) The students in state universities have significantly higher record viewing rates than those in private universities with medium effect size, (3) Females present significantly higher live viewings and record viewing rates than males with small effect sizes; (4) Biostatistics has moderate-high correlations between viewing rates and final scores. On the other hand, there are no or weak relationships between the viewing rates and final scores for Turkish literature and mathematics, in which study materials can be widely accessed from many sources different from biostatistics.

Hybrid Learning through Lecture Capture: Exploring Perspectives and Overcoming Challenges with Blackboard Encore Technology

The COVID-19 pandemic has resulted in significant disruptions in higher education. Despite UK universities returning to in-person teaching, many international students still face travel restrictions imposed by their home countries, resulting in remote learning for many students at the beginning of the 2022–2023 academic year. To ensure a seamless academic transition for all students, a British university has implemented a hybrid learning model that utilizes lecture capture technology, specifically Blackboard Encore Streaming, to provide face-to-face and remote students with access to the same learning experience. This paper presents the findings from two online focus groups with students (n = 18) and two staff reflections, which aimed to explore the perspectives of teachers and students on the new Encore Streaming feature. The results indicate that both teachers and students value the hybrid approach, with remote students appreciating the flexibility and convenience of this approach more than face-to-face students. However, the study also reveals significant discrepancies in teacher attention and student participation opportunities between remote and face-to-face students, attributed to pedagogical and technological barriers. The study highlights the crucial role of teachers in orchestrating the hybrid classroom to ensure equal learning opportunities for all students and identifies areas where teachers require support, such as training, staff time, and technology support.

Manajemen Konflik dalam Rumah Tangga Perspektif Firanda Andirja

This research aims to examine the types of conflicts that occur in households and conflict management from Firanda Andirja's perspective. This research uses descriptive qualitative method. Data was collected from uploading video recordings of Firanda Andirja's lectures on his youtube page, related books, government publication data related to divorce cases, and a collection of related scientific journals. The results show that there are 5 types of conflict in households, namely Conflict-habituated marriages, Devitalized relationships, Passive-congenial, Vital and Total marriages. The results of this study also show that there are 5 methods of conflict management according to Firanda Andirja, namely 1) Silent and Smile method, 2) The method of ignoring the conflict that occurs, 3) The method of joking and laughing, 4) The method of discussion and communication with politeness, 5) Resolving problems with good manners and morals.

Exploring student perceptions and use of face-to-face classes, technology-enhanced active learning, and online resources

The current cohort of undergraduate students is often said to value technology and is assumed to prefer immersive, interactive, and personalized learning experiences. In contrast, many educators recognise the value of face-to-face classes and believe that attending class positively impacts student performance. A novel teaching strategy, including traditional lectures and interactive workshops using an educational technology platform were implemented in an undergraduate neurobiology course. Attendance in class and use of lecture capture recording were associated with improved student performance. Further, student attitudes toward the teaching strategy were evaluated via a survey. The survey respondents included those that regularly attended class and those that did not. Overall, irrespective of attendance, students thought that face-to-face classes were beneficial to their learning and the use of active learning activities helped them to understand the course content. The most common reasons for non-attendance in class were attributed to factors such as the class schedule, work and family commitments and were not related to the availability of class recordings and other online resources. In contrast, the most common reasons for attendance in class included the perceived benefit, the standard of teaching and the level of interest in the course. The novel teaching strategy had a positive impact on student learning, and can be used for in-person, online and asynchronous learning, providing a mechanism for educators to cater for students who wish to attend in-person classes as well as providing options for flexible delivery.Graphical

Students' Perspectives of the Economic, Financial, and Psychological Effects of Online Learning and Its Gender Association: A Cross-Sectional Study in Jordanian Universities.

Jordan declared a quarantine in March 2020 and shut down all educational institutions in response to the COVID-19 outbreak. E-learning was a novel way to continue the educational process in the wake of the pandemic. The study evaluates online learning (OL), aiming to examine the economic, financial, and psychological effects of OL on students, as well as their concentration, university instructors' efficiency, and satisfaction with OL. This research also explores the gender association of OL effects in Jordanian universities. This is a cross-sectional study. A self-filled questionnaire was generated using an online form and distributed to students at public and private universities through social media. The questionnaire utilized a five-point Likert scale to assess various aspects related to OL. The main evaluation involved a Chi-square test and posthoc test to examine gender-based differences in the factors associated with OL. The reliability of the questionnaire was assessed using a Kaiser-Meyer-Olkin (KMO) value of 0.721 and a Cronbach's Alpha of 0.7. A total of 720 responses were collected and analyzed. The results revealed a significant gender association with the economic/financial (P=0.001) and psychological (P=0.002) effects of OL. It was observed that 65.3% of students reported feeling depressed due to online learning. Moreover, a significant correlation was found between students' concentration and university instructors' efficiency (P=0.00). Interestingly, only 14.72% of students believed university instructors were 100% efficient in teaching theoretical and practical subjects. Additionally, 55% of the students expressed their desire for university instructors to record lectures for ease of access. The study concludes that OL's poor economic/financial effects disproportionately affect female students. On the other hand, male students were more likely to strongly disagree with the poor psychological effects of OL. Moreover, female students were more inclined to strongly disagree with the notion that OL has no psychological effect. Lastly, significant findings indicate that both students and university instructors share equal responsibility for the success of OL in Jordanian universities.

Advancing learning equity through virtual radiology grand rounds

PurposeThe COVID-19 pandemic rapidly accelerated the adoption of virtual learning in medical education, including departmental grand rounds lectures in radiology. This retrospective study sought to assess the impact of an open access virtual grand rounds program. We tested the hypothesis that virtual grand rounds would advance learning equity by increasing access to learners outside of our institution. MethodsTwenty-two open access virtual grand rounds lectures were presented and recorded using an online videoconferencing platform. After the lecture, registrants received online access to the lecture recording for later on-demand viewing. The email address, geographical location, institutional affiliation, and medical specialty for all virtual registrants and attendees were retrospectively collected from a required online registration form. The primary outcome measure included an assessment of geographical diversity using descriptive statistics. ResultsAttendees of the virtual lectures were from 75 academic institutions and 27 non-academic institutions and located in 32 states, 88 cities, and 9 countries. Twenty-seven medical specialties were represented. ConclusionThe virtual grand rounds program in radiology contributes to free and open access educational content online for learners around the world. To address learning equity and promote international inclusion, we recommend that grand rounds organizers consider including a virtual option that allows free sharing of knowledge.

Management of Online Learning in Islamic Higher Education: Challenges and Prospects

During the Covid-19 pandemic, the implementation of online learning at Islamic universities faced numerous challenges and required opportunities for improvement. Based on the perspectives of students at universities that combine synchronous and asynchronous models, this study aims to analyze the challenges and prospects for improving management of online learning using Google Classroom and Zoom. This study is a qualitative case study of the course of Islamic Education Learning in Schools for sixth semester students in the Islamic Education study program. In July 2021, the researcher conducted interviews with 53 men and women. This study discovered that students face online learning challenges such as being unmotivated, undisciplined, losing concentration, feeling burdened, difficult to understand, noninteractive, disturbed by domestic work, unmanageable time, unmanageable team, and a lack of internet signal. This study, on the other hand, discovered opportunities for improving online learning implementation, such as increasing personal motivation, developing self-discipline, ice breaking and quizzes, simple tasks, note-taking and listening, learning media variation, effective communication with parents, time management, small group instruction, and lecture recordings. The findings of this study will be useful in improving the implementation of online-based learning at universities during the Covid-19 pandemic to ensure the quality of the teaching and learning process.TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//

Hindi podcast genre prediction using support vector classifier

AbstractIndia experienced a 23% rise in podcast listening after the Covid‐19 pandemic. The pandemic and screen fatigue led people to seek their favourite old audio podcasts. Podcast genre classification allows listeners to compile a playlist of their favourite tracks; it also helps podcast streaming services provide recommendations to users based on the genre of the podcasts they enjoy. Since the COVID‐19 pandemic, the need for educational content in all forms, including podcasts, has skyrocketed, making it even more crucial to anticipate the genre of educational podcasts. Educational podcasts are a sub‐genre of the broader education genre and typically involve audio recordings of discussions, lectures, or interviews on educational topics. Education podcast genre prediction is required to efficiently classify and arrange educational content and make it simpler for listeners to access and absorb pertinent information. This study focuses on Podcast Genre Prediction, specifically for the Hindi language. In this study, our developed PodGen dataset was used, which consists of 550 five‐minute podcasts with 26,867 sentences, where every podcast was manually annotated into one of the four genre categories (Horror, Motivational, Crime, and Romance). The performance comparison of state‐of‐the‐art machine learning techniques on the PodGen dataset was used to demonstrate accuracy. The best performance on testing data was observed in the Support Vector Classifier model with balanced accuracy: 82.42%, precision (weighted): 83.09%, recall (weighted): 82.42%, and F1 score (weighted): 82.39%.

Urban Devis: Fashioning Lay Women’s Holiness in Krishna Bhakti Networks

Although many Hindu communities today foreground women as religious authorities, some lineages officially recognize only men as gurus and renouncers. If official models of religious authority are gendered masculine, what space do women have to embody holiness? This article investigates this question with reference to women in the International Society for Krishna Consciousness (ISKCON), a transnational religious organization that has developed prominent communities in India and abroad. Amidst an ongoing disagreement about whether women can be gurus in the organization, this article considers how devotee women are cultivating spaces of religious authority in their temple communities and online media forums through embodying Krishna bhakti as a form of vernacular holiness. This includes the development of personal websites and the use of YouTube, Instagram, and TikTok to produce media content that ranges from overtly devout recordings of temple lectures to subtle signals towards Krishna bhakti in the aesthetic style of social media influencers. Case studies discuss women affiliated with ISKCON communities in India and the US.