Lecture Capture as an Element of the Digital Resource Landscape -- A Qualitative Study of Flipped and Non-Flipped Classrooms
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| Title: | Lecture Capture as an Element of the Digital Resource Landscape -- A Qualitative Study of Flipped and Non-Flipped Classrooms |
|---|---|
| Language: | English |
| Authors: | Wood, A. K. (ORCID |
| Source: | Technology, Pedagogy and Education. 2021 30(3):443-458. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Lecture Method, Video Technology, Flipped Classroom, Technology Uses in Education, Foreign Countries, College Freshmen, Instructional Effectiveness, Student Experience, Student Attitudes |
| Geographic Terms: | United Kingdom (Edinburgh) |
| DOI: | 10.1080/1475939X.2021.1917449 |
| ISSN: | 1475-939X |
| Abstract: | While it is increasingly common for live lectures to be recorded and made available online, there has been little exploration of how lecture capture usage fits within the wider context of digital resources available to students. Here the authors report on in-depth semi-structured interviews with first-year students taking both flipped and non-flipped classes in mathematics and physics at the University of Edinburgh. Through thematic analysis two conceptual themes emerged: (a) Supporting learning in live lectures and (b) Self-customisation of learning. Students saw lecture capture as just one of a number of digital resources available to them, and their choice of resource depended on resource affordances, the way in which information was presented in lectures and their beliefs about learning. Digital resources seemed to support learning in lectures through reducing the multi-tasking involved in note-taking and by providing a safety net for missed notes. Implications for teaching practice are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1310856 |
| Database: | ERIC |
| Abstract: | While it is increasingly common for live lectures to be recorded and made available online, there has been little exploration of how lecture capture usage fits within the wider context of digital resources available to students. Here the authors report on in-depth semi-structured interviews with first-year students taking both flipped and non-flipped classes in mathematics and physics at the University of Edinburgh. Through thematic analysis two conceptual themes emerged: (a) Supporting learning in live lectures and (b) Self-customisation of learning. Students saw lecture capture as just one of a number of digital resources available to them, and their choice of resource depended on resource affordances, the way in which information was presented in lectures and their beliefs about learning. Digital resources seemed to support learning in lectures through reducing the multi-tasking involved in note-taking and by providing a safety net for missed notes. Implications for teaching practice are discussed. |
|---|---|
| ISSN: | 1475-939X |
| DOI: | 10.1080/1475939X.2021.1917449 |
