Frank uses Descript to edit his lectures. Luckily, good recordings don’t require much more than software, a built-in webcam and microphone, and a good strategy.ĭr. Most professors still record lectures and other content on their own, in classrooms, offices, or home offices. How to record and edit your lecture with Descript And because students watch on their own time, a class can happen in any time zone. Recorded content is scalable, so it doesn’t matter the size of the class. They can also elicit feedback directly from students about what’s working and what isn’t. I think teachers should let students process content and lectures at their own time and pace and reserve class time for active work and learning.” He says his students appreciate the ability to work with an interactive, searchable transcript to take breaks when they need them, and to focus on how they learn best, through visual, text, or audio modes.Ĭapturing lectures isn’t just beneficial for students instructors can gauge their students’ engagement by using video analytics to see which students watched when and for how long. “The idea pushes against the expectation that you need to demand and control their attention in a lecture. Dan Frank of The University of California, Santa Barbara Writing Program. “I think that now that we're in a new age necessitated by COVID, that pedagogy is going to become a lot more popular,” says Dr. The pandemic has made that model more widely attractive. Some professors have used these recorded lectures as a teaching aid in so-called “flipped classroom” scenarios, in which students complete readings and watch lectures on their own time, and work on interactive problem-solving in the classroom. For instance, Michigan Technological University outfitted classrooms with high-tech ceiling tiles that support wall-to-wall microphone coverage, and Boston University is opening a dedicated center for digital learning aimed at reimagining how-and where-education happens. Now, colleges and universities everywhere are investing heavily in supporting hybrid or completely asynchronous learning. Students noted the value of recorded lectures when it came to: making up for a missed class, watching lectures on demand, and improving their retention of the materials to increase their test scores. Methodological triangulation using the log data for the recorded lectures can provide this.In a 2021 study by Cengage, 73 percent of students said they would prefer at least some fully online courses. To increase the credibility and validity of the results, we need a more direct way to measure the use of recorded lectures by students. There are also interesting differences in the use of recorded lectures of the different groups of students at the two universities. Recorded lectures for courses that only use the blackboard are viewed less often. The fact that students did not mention the quality of the actual lectures appears not to influence the use of the recorded lectures. A large proportion of the students report that they watch 75100% of a recorded lecture when the view one. Our results show that students use recorded lectures as a replacement for missed lectures and for study tasks, like preparing for an exam. This understanding will enable the creation of usage scenarios that need to be supported. The goal of the study is to gain a better understanding of the way that this group of students use recorded lectures. This paper presents the results of a study into the use of recorded lectures at two universities in the Netherlands. Research shows that students prefer courses accompanied by online recordings and an increasing number of universities provide recorded lectures. Online recordings of lectures provide students with anytime-anyplace access to lectures.
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