Generalising the impact of lecture capture availability on student achievement: A method and its application

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2022-11-04 DOI:10.14742/ajet.7940
B. Freyens, X. Gong
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引用次数: 1

Abstract

Whether the use of lecture capture technology helps improve student performance is a contested area of research. In most cases, the answer relies on the degree to which online recordings supplement or substitute for live or live-streamed lecture delivery. We present a parameter, the technical rate of substitution, which captures this information holding student performance constant. We introduce a method to estimate this measure, which we applied to a pilot sample of students in a first-year quantitative methods class. We find imperfect substitutability: live lectures are, in the context of our sample, a less resource-intensive technology than the corresponding online recording to produce a set exam score. Our main contribution is the proposed parameter and the method to derive it. Its calculation significantly facilitates comparison and consolidation of previous research and provides valuable insights on the relative effectiveness of different learning platforms to inform instructor best practice and higher education policy. Implications for practice or policy: Instructors can use our measure to evaluate their students’ effective use of online learning technologies. Course designers can use the measure to select the right mix of online and offline delivery methods. Educators can use the measure to determine the most effective platform for delivering introductory, substantive or review material. Our method helps researchers compare and generalise results from existing studies of the relative performance of online and offline educational technologies.
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概括讲课可获得性对学生成绩的影响:一种方法及其应用
讲座捕捉技术的使用是否有助于提高学生的表现是一个有争议的研究领域。在大多数情况下,答案取决于在线录音在多大程度上补充或替代了现场或直播讲座。我们提出了一个参数,技术替代率,它捕获了保持学生成绩不变的信息。我们介绍了一种方法来估计这一措施,我们将其应用于一年级定量方法课程的学生试点样本。我们发现了不完美的可替代性:在我们的样本环境中,与相应的在线记录相比,现场讲座是一种资源密集型技术,可以产生一组考试分数。我们的主要贡献是提出的参数和推导它的方法。其计算结果极大地促进了对以往研究的比较和整合,并为不同学习平台的相对有效性提供了有价值的见解,为教师的最佳实践和高等教育政策提供了信息。对实践或政策的启示:教师可以使用我们的测量来评估学生对在线学习技术的有效使用。课程设计者可以使用该测量来选择在线和离线交付方式的正确组合。教育工作者可以使用该指标来确定最有效的平台,以提供介绍性、实质性或复习材料。我们的方法帮助研究人员比较和概括现有的在线和离线教育技术相对表现的研究结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
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