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Assessing the learning potential and students' perception of rich lecture captures
Author(s) -
Pale P.,
Petrović J.,
Jeren B.
Publication year - 2014
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12039
Subject(s) - perception , attendance , variety (cybernetics) , mathematics education , experiential learning , educational technology , computer science , multimedia , psychology , artificial intelligence , economics , economic growth , neuroscience
There is a large variety of lecture capture forms being used today when considering their content and ways in which that content is being reproduced. The objective of this study was therefore to investigate the students' perception and the learning potential of lecture captures enriched using additional learning contents compared to lecture captures containing only the video and audio recording of the lecturer and his slideshow. In an experiment in which students were learning using each of those two types of learning materials, a slight yet unsignificant difference was observed in favour of learning from rich lecture captures. Students' survey responses indicated they prefer rich lecture captures for learning and that their availability would not necessarily have a negative impact on students' live lecture attendance rates. These results suggest that even though students prefer rich lecture capture materials for learning, they did not prove to be more efficient in achieving the desired learning outcomes. Additional research would be needed to verify this conclusion on more complex subjects.