The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement

This is an accepted manuscript of an article published by John Wiley & Sons in British Journal of Educational Technology on 19/05/2016, available online: https://doi.org/10.1111/bjet.12470 The accepted version of the publication may differ from the final published version.Lecture Capture technologies are becoming widespread in UK Higher Education with many institutions adopting a capture-all approach. Installations of capture devices in all teaching rooms and lecture theatres, scheduled recordings through integration with timetabling and automated distribution through virtual learning environments are swiftly becoming the norm. Capturing lectures has been shown to have a positive impact on student satisfaction, but numerous studies have shown little or no positive impact on student attainment as a result of capturing lectures. This article explores an alternative approach to the use of capture technologies in a pilot study at the University of Wolverhampton. The output of the pilot evaluation is a theoretical model recommending a shift in focus away from the conventional use of the technology for capturing lectures. It advocates a move toward the purposeful use of capture technologies to create content which adds value to student learning and increases engagement, which may ultimately lead to a positive impact on student attainment. The findings have implications for policy and practice around the use of capture technologies. Future work is described in the context of the project findings

Exploring medical student learning in the large group teaching environment: examining current practice to inform curricular development

Background Lectures continue to be an efficient and standardised way to deliver information to large groups of students. It has been well documented that students prefer interactive lectures, based on active learning principles, to didactic teaching in the large group setting. Despite this, it is often the case than many students do not engage with active learning tasks and attempts at interaction. By exploring student experiences, expectations and how they use lectures in their learning we will provide recommendations for faculty to support student learning both in the lecture theatre and during personal study time. Methods This research employed a hermeneutic phenomenological approach. Three focus groups, consisting of 19 students in total, were used to explore the experiences of second year medical students in large group teaching sessions. Using generic thematic data analysis, these accounts have been developed into a meaningful account of experience. Results This study found there to be a well-established learning culture amongst students and with it, expectations as to the format of teaching sessions. Furthermore, there were set perceptions about the student role within the learning environment which had many implications, including the way that innovative teaching methods were received. Student learning was perceived to take place outside the lecture theatre, with a large emphasis placed on creating resources that can be taken away to use in personal study time. Conclusions Presented here is a constructive review of reasons for student participation, interaction and engagement in large group teaching sessions. Based on this are recommendations constructed with the view to aid educators in engaging students within this setting. Short term, educators can implement strategies that monopolise on the established learning culture of students to encourage engagement with active learning strategies. Long term, it would be beneficial for educators to consider ways to shift the current student learning culture to one that embraces an active learning curriculum

Fatores que interferem na qualidade do sono de pacientes internados

Este estudo objetivou identificar fatores que interferem na qualidade do sono de pacientes internados em hospital universitário do interior de São Paulo. Trata-se de estudo exploratório, de corte transversal, com amostragem não probabilística. Participaram 117 pacientes (59% homens, idade média de 48 anos, desvio padrão 16,9) internados há pelo menos 72 horas, em condições clínicas estáveis. Os instrumentos utilizados foram: questionário de identificação e Fatores Intervenientes na Qualidade do Sono (FIQS). O tratamento dos dados foi feito com estatística descritiva e cada item do FIQS foi submetido a teste e reteste. Os fatores apontados com maior frequência foram: acordar cedo (55,6%), sono interrompido (52,1%), iluminação excessiva (34,2%), recebimento de cuidados pela equipe de enfermagem (33,3%) e distúrbios orgânicos como dor e fadiga (26,5%). Sugere-se que os enfermeiros planejem intervenções buscando modificar fatores que propiciam ruídos e iluminação intensos à noite, visando reduzir interrupções e, consequentemente, a privação de sono

Love at First Sight? - Knowing God…Really!

It is one thing to know about God. It is quite another to really know Him. From Jeremiah 4 and 9 we will learn some things that will help us guard against just knowing about God, and challenge us to truly know him

Role of sleep and sleep-related correlates in the development of delirium: A feasibility study

Purpose of the study. The purpose was to determine if sleep deprivation in hospitalized older adults predicts the development of delirium, and if sleep is predicted by nighttime light and sound levels. Method. This observational feasibility study enrolled 54 adults ≥70 years of age (mean age 79, range 70–94) who were negative for delirium. The sample was monitored for sleep via wrist actigraphy, and light and sound levels were monitored from 2200 to 0700 the first night of hospitalization. The Richards Campbell Sleep Questionnaire (RCSQ) was administered to measure subjective sleep satisfaction. Subjects were assessed for delirium daily using the Confusion Assessment Method. Conclusions. Of 50 subjects completing the study, two (4%) developed delirium. Mean nighttime sleep was 225 minutes (± 137) with frequent awakenings (13 ± 6) Light levels were elevated episodically (mean intense light = 64 lux, lasting 1¾ hours); median sound levels [49.65 dB(A)] exceeded WHO recommendations [35 dB(A)]. Neither median sound (r = -.63, p = 67) nor mean light levels (r = -.104, p = .47) significantly correlated with sleep. Mean RCSQ was 50.7 ± 24 and showed a moderate correlation with nighttime sleep minutes (r = .577, p .000). Power analysis determined that 294 subjects will be required to determine if nighttime sleep minutes predict delirium, and 182 subjects will be required to determine if sound and light levels predict nighttime sleep minutes