Promoting asynchronous interactivity of recorded lectures in blended learning environments
Paper
Paper/Presentation Title | Promoting asynchronous interactivity of recorded lectures in blended learning environments |
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Presentation Type | Paper |
Authors | McCabe, Bernadette K. (Author) and Hobohm, Carola (Author) |
Editors | Brown, M., Hartnett, M. and Stewart, T. M. |
Journal or Proceedings Title | Proceedings of the 29th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2012) |
Number of Pages | 10 |
Year | 2012 |
Place of Publication | Gold Coast, Australia |
ISBN | 9780473229894 |
Web Address (URL) of Paper | http://www.ascilite2012.org/images/custom/asclite2012_proceedings.pdf |
Conference/Event | 29th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2012) |
Event Details | Rank C C C C C |
Event Details | 29th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2012) Parent Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Delivery In person Event Date 25 to end of 28 Nov 2012 Event Location Wellington, New Zealand Event Web Address (URL) |
Abstract | Recorded lectures have become one of the most popular methods of delivery in a blended learning environment (Greenberg & Nilssen, 2009). While there are many advantages to using recorded lectures they are limited in their ability to capture the interactive atmosphere experienced by students in the face-to-face environment. This paper examines how the use of audience response systems (ARS) and digital inking, when incorporated into live lecture recordings, can be used to facilitate asynchronous interaction of recorded lectures in bioscience lectures for nursing students. Key findings show that the three most valuable improvements that ARS and digital ink made to face-to-face lectures and recorded lectures relate to the ability to see other students' responses, immediate feedback and reinforcing material covered in class. Students who used recorded lectures more frequently particularly valued the ability to pause recorded lectures to consider the questions and then view collective results with immediate feedback. Moreover, students who viewed recorded lectures more frequently performed equally well with those students who did not. |
Keywords | audience response system; digital inking |
ANZSRC Field of Research 2020 | 390405. Educational technology and computing |
390113. Science, technology and engineering curriculum and pedagogy | |
460612. Service oriented computing | |
Public Notes | © 2012 Bernadette K. McCabe & Carola Hobohm. |
Byline Affiliations | Department of Biological and Physical Sciences |
Department of Mathematics and Computing | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q1x79/promoting-asynchronous-interactivity-of-recorded-lectures-in-blended-learning-environments
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