STAVOVI PREDAVAČA PREMA UVOĐENJU AUTOMATSKOG SNIMANJA PREDAVANJA

Lecture captures or video recordings of lectures are becoming increasingly popular in higher education and can be expected to become a standard for majority of lectures in the future. However, there are still a number of obstacles mostly related to financial, human, and technical issues, that are influencing the pace of the adoption process and the quality of resulting lecture captures. This article describes an automated lecture capture pilot project implemented at the University of Zagreb in the academic year of 2015/2016. The Automated Lecture Capture and Publication System has been designed, implemented, tested and installed in one of the lecture halls. The implemented system requires absolutely no intervention from the lecturer to capture a lecture. As the result, more than 100 lectures, delivered by 11 lecturers in 13 courses have been captured. An on-line survey has been conducted among the lecturers at the end of the semester investigating their attitudes towards lecture captures, as well as their expectations, fears and experiences. The results of the survey can be used for designing and deploying similar systems in the future.Snimke predavanja postaju sve popularnije u visokoškolskom obrazovanju i očekuje se ​​da će postati standard za većinu predavanja u budućnosti. Međutim, još uvijek postoje brojne prepreke, uglavnom vezane uz financijske, ljudske i tehničke probleme, koje utječu na brzinu procesa usvajanja tehnologija za snimanje predavanja i kvalitetu dobivenih snimki. Ovaj članak opisuje pilot projekt vezan uz uvođenje automatskog snimanja predavanja na Sveučilištu u Zagrebu u akademskoj godini 2015./2016. Sustav za automatizirano snimanje i objavu predavanja je dizajniran, implementiran, testiran i konačno podešen za rad u jednoj od predavaonica. Ostvareni sustav ne zahtijeva apsolutno nikakvu intervenciju predavača kako bi predavanja bila snimljena. Kao rezultat uvođenja ovog sustava snimljeno je više od 100 predavanja u izvedbi 11 predavača na 13 kolegija. Među predavačima je na kraju semestra provedeno istraživanje vezano uz njihove stavove prema snimanju predavanja, njihova očekivanja, strahove i iskustva. Rezultati istraživanja mogu se koristiti kao smjernice za izradu i implementaciju sličnih sustava u budućnosti

The Impact Of Lecture Capture On Student Performance In Business Courses

This paper examines the effect of the e-learning technology of lecture capture on the performance of undergraduate business students in business law, economics, finance, and management courses. The sample consists of 890 student observations at a midsized regional institution located in the Southwestern region of the United States. The dependent variable is percentage score on a comprehensive final exam in advanced business courses. The empirical model controls for effort, grade point average, standardized test scores (SAT/ACT), and instruction mode. Demographic variables are gender, ethnic background, age, major, and transfer students. Effort measured via homework score, grade point average, ability measured via standardized test scores, academic major, and access to lecture capture are the five model variables that are positive and statistically significant. Age, classification as a transfer student, and online courses without lecture capture are the three statistically significant variables with a negative coefficient. The demographic variables associated with African-American, Hispanic, and gender are not statistically significant determinants of performance on the final exams. The results indicate that students completing business courses with access to lecture capture score approximately three percent higher on the final exam, holding other factors constant

Experiencing Live Composite Video Lectures: Comparisons with Traditional Lectures and Common Video Lecture Methods

Video compositing can be used to combine images of the instructor and content, which the instructor can monitor in real time. We evaluated the student experience of this “live composite” format in two carefully designed experiments. Results showed the perceived quality of and student preference for live composite lectures is not different from that of traditional lectures. Results also showed the live composite format is superior to voiceover and picture-in-picture formats in terms of attention, positive emotion, experiential attitude, preference, perceived quality, and instructor social presence. The two experiments had similar patterns of results, suggesting the observed effects are robust. Although we found no differences in short-term learning among lecture formats, the live composite method resulted in a better subjective experience for students. Instructors who use online recordings should consider adopting this approach

Systematic Literature Review of the Use of Rich Media in STEM and Related Education

The use of video in pedagogy is well established in the modern classroom with researched understanding of its benefits. Prior literature reviews provide a foundation for the impacts within a wide scope of environments and subjects. These reviews primarily have looked at students and faculty attitudes, learning outcomes, and the impact on attendance. The impact has been spread over general subject matter with little focus on the often challenging topics of STEM education. Many topics in STEM education are highly procedural, such as mathematical proofs or writing code or conducting experiments. Understanding the costs and benefits of using video to capture these types of topics would be valuable in maximizing the benefits or avoiding concerns within STEM topics. This systematic literature review looks at the use of lecture capture and rich media within STEM and related education by looking at 30 articles from educational and STEM focused databases. Articles were selected which include findings on student and faculty attitudes, attendance, and learning outcomes as well as the impact of video and its best practices found through research. The findings within the STEM literature largely align with prior literature reviews in other subjects: video is popular among students and helps in their learning outcomes. Most research in this area focuses on video captured of the same lecture provided live in the classroom. This is shown to be effective, but some of the literature suggests further improvements to maximizing the value of both the technical merit of video as well as its pedagogical content. The goal is to determine the state of the use of video via lecture capture and prerecording in STEM education, its impact on students, and to gather recommendations and best practices from the literature

Lecture capture literature review: A review of the literature from 2012-2015

Lecture capture literature review: A review of the literature from 2012-201

Lecture recording in higher education: Risky business or evolving open practice

Reports on a survey into the copyright and intellectual property (IPR) policies of UK higher education institutions with regards to lecture recording. The practice of using institutional semi-automated lecture recording systems is becoming mainstream with 71% of institutions reporting using it in 2016 (UCISA, 2016). However, these systems raise a number of issues related to copyright and IPR that in some cases are documented in specific policy documents. Issues that arise include the consent that is obtained from academic staff, the ownership of the resulting outputs and responsibility and advice given for the use of third party content in the lectures. These issues are also often linked to, or conflated with wider ethical issues such as identity, privacy and academic freedom. The findings from the survey are presented alongside a policy analysis of IPR documents and policies from 11 institutions. These are compared to the guidance provided by Jisc (2015). The findings from the survey reveal that most institutions are still developing their IPR policy with regards to lecture recording, that many institutions seek consent from lecturers, but there is an increasing move towards making lecture recording opt-out as opposed to opt-in. The survey revealed in 94% of cases the lecturers or presenter is responsible for any third party content contained within their lecture and while institutions do offer advice about dealing with third party content, much of it is delivered in a relatively passive way, through agreeing to use the system or by information made available online in guides. The findings from the policy analysis suggest that those institutions with a high level of institutional control tend to have a higher level of comprehensiveness of approach towards lecture recording. Additionally the institutions that provide a higher level of support for copyright advice, have a tendency towards open practice and higher levels of appetite for risk. Good practice advice for institutions and recommendations for further research are presented as part of this study

Evaluating Student Use Patterns of Streaming Video Lecture Capture in a Large Undergraduate Classroom

Large classes that allow smaller amounts of instructor-student interaction have become more common in today\u27s colleges. The best way to provide needed opportunities for students to overcome this lack of interaction with instructors remains unidentified. This research evaluated the use of video lecture capture (VLC) as a supplemental method for teacher-student interaction and what, if any, impact it and attendance have on student performance in large lecture courses. This ex post facto study conducted at a Northeastern research university utilized cognitive and andragogical frameworks to examine the relationships between the independent variables frequency of video viewing, quantity of videos viewed, and course attendance, as well as their impact on course performance in a large lecture course (N=329). Data sources included archival data from the learning management system and student survey responses. Analysis included a series of two-way ANOVA tests. The results indicated that the frequency of video viewing was found to have a significant positive effect on course performance (F = 3.018, p = .030). The number of VLC videos not viewed was also found to have a significant negative effect on course performance (F = 1.875, p = 0.016). Other independent variables were not found to have any significant main effect or interaction effect with the dependent variable, course performance. Findings from this research may be used by educators, students, and administrators planning course sizes and availability to better understand the relationship between these variables and how VLC can be used effectively in large lecture classes thus leading to improved efficacy in VLC use

Student Expectations: The effect of student background and experience

CONTEXT The perspectives and previous experiences that students bring to their programs of study can affect their approaches to study and the depth of learning that they achieve Prosser & Trigwell, 1999; Ramsden, 2003). Graduate outcomes assume the attainment of welldeveloped independent learning skills which can be transferred to the work-place. PURPOSE This 5-year longitudinal study investigates factors influencing students’ approaches to learning in the fields of Engineering, Software Engineering, and Computer Science, at two higher education institutes delivering programs of various levels in Australia and New Zealand. The study aims to track the development of student approaches to learning as they progress through their program. Through increased understanding of students’ approaches, faculty will be better able to design teaching and learning strategies to meet the needs of an increasingly diverse student body. This paper reports on the first stage of the project. APPROACH In August 2017, we ran a pilot of our survey using the Revised Study Process Questionnaire(Biggs, Kember, & Leung, 2001) and including some additional questions related to student demographics and motivation for undertaking their current program of study. Data were analysed to evaluate the usefulness of data collected and to understand the demographics of the student cohort. Over the period of the research, data will be collected using the questionnaire and through focus groups and interviews. RESULTS Participants provided a representative sample, and the data collected was reasonable, allowing the questionnaire design to be confirmed. CONCLUSIONS At this preliminary stage, the study has provided insight into the student demographics at both institutes and identified aspects of students’ modes of engagement with learning. Some areas for improvement of the questionnaire have been identified, which will be implemented for the main body of the study