Various researchers and policy analysts have made empirical S&T diplomacy studies. There are, also, some endeavors of theoretical modeling but they are still too few to promote a general discourse in the academic level. Short of any theoretical platform agreed upon to have a common understanding of multiple aspects and dynamics of S&T diplomacy, no practical guidelines extracted for the research in this field. This paper is a preliminary attempt to fill this gap. Narrowing down the subject, it introduces a theoretical and practical platform of S&T diplomacy at the national level. The paper in the first part, establishes that S&T diplomacy is an extension of innovation policy and enumerates the conditions of its effective governance. In the second part, it offers a theoretical platform for research and to build it, two steps were taken: 1) deepening the Technological Innovation System approach by differentiating the national and the international dimensions of the functions of the innovation system, 2) aligning the rationales of Power (Foreign policy) and Learning (innovation policy) by implanting the operationalized concept of power as instrument and goal in the context of innovation policy.
{"title":"A Model for Science and Technology Diplomacy: How to Align the Rationales of Foreign Policy and Science","authors":"T. Miremadi","doi":"10.2139/ssrn.2737347","DOIUrl":"https://doi.org/10.2139/ssrn.2737347","url":null,"abstract":"Various researchers and policy analysts have made empirical S&T diplomacy studies. There are, also, some endeavors of theoretical modeling but they are still too few to promote a general discourse in the academic level. Short of any theoretical platform agreed upon to have a common understanding of multiple aspects and dynamics of S&T diplomacy, no practical guidelines extracted for the research in this field. This paper is a preliminary attempt to fill this gap. Narrowing down the subject, it introduces a theoretical and practical platform of S&T diplomacy at the national level. The paper in the first part, establishes that S&T diplomacy is an extension of innovation policy and enumerates the conditions of its effective governance. In the second part, it offers a theoretical platform for research and to build it, two steps were taken: 1) deepening the Technological Innovation System approach by differentiating the national and the international dimensions of the functions of the innovation system, 2) aligning the rationales of Power (Foreign policy) and Learning (innovation policy) by implanting the operationalized concept of power as instrument and goal in the context of innovation policy.","PeriodicalId":424932,"journal":{"name":"EduRN: Innovation Research & Policy Education (IRPN) (Topic)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132636381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mairead Brady, A. Devitt, Markus Lamest, S. Pearson
A Marketing Plan Online Simulation Game was played as part of an Introduction to Marketing for a Business masters. Gamification is increasingly being used in both business and academic settings to support learning (Werbach, 2014; Simoes, Diaz and Vilez, 2013; Duvernet and Popp, 2014; Muntean, 2011). This paper presents preliminary finding from a study which explores the use of an online collaborative serious business game for student learning in a postgraduate introductory marketing module. This study found that there were many positive outcomes notably the increased engagement of students with theory and content and the development of higher order processing skills. The game also more accurately reflected the world of business and gave the students a sense of business practice and business team dynamics. The findings suggest that there are a variety of wins that students and lecturers get from this game but that the winner group did not necessarily learn the most. So the winners did not take all. The research shows that there was very valuable learning for the students who performed less well in the game but who focused more on the learning.
营销计划在线模拟游戏是商业硕士市场营销入门课程的一部分。游戏化越来越多地被用于商业和学术环境，以支持学习(Werbach, 2014;Simoes, Diaz and Vilez, 2013;Duvernet and Popp, 2014;统治下,2011)。本文介绍了一项研究的初步发现，该研究探索了在研究生市场营销入门模块中使用在线协作严肃商业游戏的学生学习。本研究发现有许多积极的结果，特别是增加了学生对理论和内容的参与，并发展了高阶处理技能。游戏也更准确地反映了商业世界，让学生们感受到商业实践和商业团队的活力。研究结果表明，学生和讲师从这个游戏中获得了各种各样的胜利，但赢家群体不一定学得最多。所以赢家并没有拿走全部。研究表明，对于那些在游戏中表现不佳但更专注于学习的学生来说，这是非常有价值的学习。
{"title":"Winner and Losers in Gamification? The Role of Gamification in Third Level Learning and Higher Order Processing","authors":"Mairead Brady, A. Devitt, Markus Lamest, S. Pearson","doi":"10.2139/ssrn.2587057","DOIUrl":"https://doi.org/10.2139/ssrn.2587057","url":null,"abstract":"A Marketing Plan Online Simulation Game was played as part of an Introduction to Marketing for a Business masters. Gamification is increasingly being used in both business and academic settings to support learning (Werbach, 2014; Simoes, Diaz and Vilez, 2013; Duvernet and Popp, 2014; Muntean, 2011). This paper presents preliminary finding from a study which explores the use of an online collaborative serious business game for student learning in a postgraduate introductory marketing module. This study found that there were many positive outcomes notably the increased engagement of students with theory and content and the development of higher order processing skills. The game also more accurately reflected the world of business and gave the students a sense of business practice and business team dynamics. The findings suggest that there are a variety of wins that students and lecturers get from this game but that the winner group did not necessarily learn the most. So the winners did not take all. The research shows that there was very valuable learning for the students who performed less well in the game but who focused more on the learning.","PeriodicalId":424932,"journal":{"name":"EduRN: Innovation Research & Policy Education (IRPN) (Topic)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130809261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Bharadwaj, G. De Giorgi, David R. Hansen, Christopher A. Neilson
Using a large administrative data set from Chile, we find that, on average, boys perform better than girls in mathematics. In this paper, we document several features of their relative performance. First, we note that the gender gap appears to increase with age (it doubles between fourth grade and eighth grade). Second, we test whether commonly proposed explanations such as parental background and investment in the child, unobserved ability, and classroom environment (including teacher gender) help explain a substantial portion of the gap. While none of these explanations help in explaining a large portion of the gender gap, we show that boys and girls differ significantly in perceptions about their own ability in math. Conditional on math scores, girls are much more likely to state that they dislike math, or find math difficult, compared to boys. We highlight differences in self-assessed ability as areas for future research that might lead to a better understanding of the gender gap in math.
{"title":"The Gender Gap in Mathematics: Evidence from a Middle-Income Country","authors":"P. Bharadwaj, G. De Giorgi, David R. Hansen, Christopher A. Neilson","doi":"10.2139/ssrn.2587275","DOIUrl":"https://doi.org/10.2139/ssrn.2587275","url":null,"abstract":"Using a large administrative data set from Chile, we find that, on average, boys perform better than girls in mathematics. In this paper, we document several features of their relative performance. First, we note that the gender gap appears to increase with age (it doubles between fourth grade and eighth grade). Second, we test whether commonly proposed explanations such as parental background and investment in the child, unobserved ability, and classroom environment (including teacher gender) help explain a substantial portion of the gap. While none of these explanations help in explaining a large portion of the gender gap, we show that boys and girls differ significantly in perceptions about their own ability in math. Conditional on math scores, girls are much more likely to state that they dislike math, or find math difficult, compared to boys. We highlight differences in self-assessed ability as areas for future research that might lead to a better understanding of the gender gap in math.","PeriodicalId":424932,"journal":{"name":"EduRN: Innovation Research & Policy Education (IRPN) (Topic)","volume":"1248 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123355276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the last three years, 2009-2011, the electrical engineering exam performance of the University of Mindanao was found to show declining trend, with faster rate of decline observed for the year-end than the mid-year examination. Though declining, the electrical engineering program could still make 4 passers out of 10 takers. The academic performance, proxied by GPA and correlation, showed a mixed result. The GPA could predict board outcome with a grade of 2.5 as threshold. The correlation, observed with float-up grades, did not necessarily predict board outcome, though, a simulated grade of 3.0 may land a positive board results. The examination for registered electrical engineers is composed of three subject clusters, namely: mathematics, engineering sciences, and professional subjects. It was determined that the engineering science had the strongest influence on the board, followed by professional subjects, and the mathematics cluster. It was also determined that the threshold rating for each subject is 65 in order to pass the licensure examination.
{"title":"Estimating Predictors of the Philippine Licensure Examination for Engineering","authors":"A. Tamayo","doi":"10.2139/ssrn.2560685","DOIUrl":"https://doi.org/10.2139/ssrn.2560685","url":null,"abstract":"Over the last three years, 2009-2011, the electrical engineering exam performance of the University of Mindanao was found to show declining trend, with faster rate of decline observed for the year-end than the mid-year examination. Though declining, the electrical engineering program could still make 4 passers out of 10 takers. The academic performance, proxied by GPA and correlation, showed a mixed result. The GPA could predict board outcome with a grade of 2.5 as threshold. The correlation, observed with float-up grades, did not necessarily predict board outcome, though, a simulated grade of 3.0 may land a positive board results. The examination for registered electrical engineers is composed of three subject clusters, namely: mathematics, engineering sciences, and professional subjects. It was determined that the engineering science had the strongest influence on the board, followed by professional subjects, and the mathematics cluster. It was also determined that the threshold rating for each subject is 65 in order to pass the licensure examination.","PeriodicalId":424932,"journal":{"name":"EduRN: Innovation Research & Policy Education (IRPN) (Topic)","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121798381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While the past two decades have produced much promise (and accompanying research) on the use of information technology (IT) in business school courses, it is not entirely clear whether IT has truly 'transformed' management education. There are compelling arguments on both sides. On one hand, advocates for the transformative role of IT can point to several success stories. On the other hand, skeptics on the role of IT in management education can also point to support for their view.This lack of consensus has led researchers in Academy of Management Learning and Education to call for scholars to confront the bias against online education (Redpath, 2012) and engage in serious research on online education (Arbaugh, DeArmond, & Rau, 2013). In this work, we respond to these calls for research by using Adaptive Structuration Theory to develop a conceptual model of three factors that influence the use of IT in business education. We review prior research for each factor and use the conceptual model to identify implications for the design and delivery of business education. Based on the implications, we offer recommendations and recognize challenges for business schools and faculty related to the use of IT in business education.
{"title":"MOOCs and the Online Delivery of Business Education: What's New? What's Not? What Now?","authors":"J. Whitaker, J. R. New, R. Ireland","doi":"10.5465/AMLE.2013.0021","DOIUrl":"https://doi.org/10.5465/AMLE.2013.0021","url":null,"abstract":"While the past two decades have produced much promise (and accompanying research) on the use of information technology (IT) in business school courses, it is not entirely clear whether IT has truly 'transformed' management education. There are compelling arguments on both sides. On one hand, advocates for the transformative role of IT can point to several success stories. On the other hand, skeptics on the role of IT in management education can also point to support for their view.This lack of consensus has led researchers in Academy of Management Learning and Education to call for scholars to confront the bias against online education (Redpath, 2012) and engage in serious research on online education (Arbaugh, DeArmond, & Rau, 2013). In this work, we respond to these calls for research by using Adaptive Structuration Theory to develop a conceptual model of three factors that influence the use of IT in business education. We review prior research for each factor and use the conceptual model to identify implications for the design and delivery of business education. Based on the implications, we offer recommendations and recognize challenges for business schools and faculty related to the use of IT in business education.","PeriodicalId":424932,"journal":{"name":"EduRN: Innovation Research & Policy Education (IRPN) (Topic)","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122042923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is a reality that advancement of Information Technology revolutionized the business practices and strategies of entire industries. The field of higher education is not an exception to this phenomenon. Colleges and universities around the world are investing considerable amount of money to create Information Technology resources that meet their student’s and faculty’s instructional needs. While universities encourage their faculties to adopt the new technologies for their preparation and delivery of classes, various other factors influence the integration or resistance of acceptance of these technologies. Age, highest education earned, teaching experience, computer competency, prior computer experience, availability of technology, Institutional support etc. are examples of these factors. Based on the theoretical support of Roger’s Diffusion Theory, a conceptual model is developed to identify the critical success factors that influence the adoption of Information Technology among faculties of tertiary educational institutions. The model is empirically tested among the faculty members of leading universities in Asian region. 261 full time lecturers participated in this study and the results show that factors such as computer self-efficacy, relative advantage, compatibility and prior computer experience are significantly influencing their perceived ease of use and attitude towards using educational technologies.
{"title":"The Integration of Information Technology in Higher Education: A Study of Faculty's Attitude Towards its Adoption in the Teaching Process","authors":"Surej P. John","doi":"10.2139/ssrn.2550007","DOIUrl":"https://doi.org/10.2139/ssrn.2550007","url":null,"abstract":"It is a reality that advancement of Information Technology revolutionized the business practices and strategies of entire industries. The field of higher education is not an exception to this phenomenon. Colleges and universities around the world are investing considerable amount of money to create Information Technology resources that meet their student’s and faculty’s instructional needs. While universities encourage their faculties to adopt the new technologies for their preparation and delivery of classes, various other factors influence the integration or resistance of acceptance of these technologies. Age, highest education earned, teaching experience, computer competency, prior computer experience, availability of technology, Institutional support etc. are examples of these factors. Based on the theoretical support of Roger’s Diffusion Theory, a conceptual model is developed to identify the critical success factors that influence the adoption of Information Technology among faculties of tertiary educational institutions. The model is empirically tested among the faculty members of leading universities in Asian region. 261 full time lecturers participated in this study and the results show that factors such as computer self-efficacy, relative advantage, compatibility and prior computer experience are significantly influencing their perceived ease of use and attitude towards using educational technologies.","PeriodicalId":424932,"journal":{"name":"EduRN: Innovation Research & Policy Education (IRPN) (Topic)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121650311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The recent climate of reporting course and service assessment data has an emerging trend of institutions seeking to establish data warehouses within the siloes of cyberspace in the name of effective planning strategies. The process of driving efficiency has now succumb to more administrative work on the technical end and has created a new mound of barriers withholding institutional capabilities in seamless driving evidence based decision making. However, within the saturation of data warehousing systems has emerged a more streamlined approach and strategy that focuses on the constructs of a universally integrated Student Learning Outcomes (SLO) cloud system.
{"title":"Shifting the Paradigm in Reporting SLOs","authors":"Aeron Zentner, J. Lawson","doi":"10.2139/ssrn.2513657","DOIUrl":"https://doi.org/10.2139/ssrn.2513657","url":null,"abstract":"The recent climate of reporting course and service assessment data has an emerging trend of institutions seeking to establish data warehouses within the siloes of cyberspace in the name of effective planning strategies. The process of driving efficiency has now succumb to more administrative work on the technical end and has created a new mound of barriers withholding institutional capabilities in seamless driving evidence based decision making. However, within the saturation of data warehousing systems has emerged a more streamlined approach and strategy that focuses on the constructs of a universally integrated Student Learning Outcomes (SLO) cloud system.","PeriodicalId":424932,"journal":{"name":"EduRN: Innovation Research & Policy Education (IRPN) (Topic)","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126208696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Start-up firm PayPerks has developed a financial capability and rewards platform that combines online education with sweepstakes-based incentives. PayPerks’ initial emphasis has been on improving the understanding and use of prepaid cards among individuals with little prior experience using payment cards. Participants can earn points in a variety of ways, including taking short, self-directed tutorials on prepaid card use. Every month, those points become chances to win cash prizes in sweepstakes drawings. PayPerks co-founders facilitated a Payment Cards Center workshop where they demonstrated their product and discussed the journey it took from raw idea to commercialization. Two significant new PayPerks partnerships were also announced during this workshop.
{"title":"Driving Positive Behavior Change Through Education and Motivation: Summary of a PayPerks Workshop","authors":"Susan Herbst-Murphy","doi":"10.2139/SSRN.2348275","DOIUrl":"https://doi.org/10.2139/SSRN.2348275","url":null,"abstract":"Start-up firm PayPerks has developed a financial capability and rewards platform that combines online education with sweepstakes-based incentives. PayPerks’ initial emphasis has been on improving the understanding and use of prepaid cards among individuals with little prior experience using payment cards. Participants can earn points in a variety of ways, including taking short, self-directed tutorials on prepaid card use. Every month, those points become chances to win cash prizes in sweepstakes drawings. PayPerks co-founders facilitated a Payment Cards Center workshop where they demonstrated their product and discussed the journey it took from raw idea to commercialization. Two significant new PayPerks partnerships were also announced during this workshop.","PeriodicalId":424932,"journal":{"name":"EduRN: Innovation Research & Policy Education (IRPN) (Topic)","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130291667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As improvements in technology continue to be integrated within the collegiate classroom it is important to study the benefits, or costs, that are associated with adopting new pedagogical practices. This paper focuses on the role that asynchronous discussion can play in furthering student development within a hybrid economics course. Specifically, this paper finds that encouraging online discussion of articles, podcasts, and videos that are related to course material results in better academic performance.
{"title":"The Benefits of Asynchronous Discussion in a Hybrid Economics Course: Evidence from a Large Enrollment Economics Course","authors":"T. Roach","doi":"10.2139/ssrn.2118745","DOIUrl":"https://doi.org/10.2139/ssrn.2118745","url":null,"abstract":"As improvements in technology continue to be integrated within the collegiate classroom it is important to study the benefits, or costs, that are associated with adopting new pedagogical practices. This paper focuses on the role that asynchronous discussion can play in furthering student development within a hybrid economics course. Specifically, this paper finds that encouraging online discussion of articles, podcasts, and videos that are related to course material results in better academic performance.","PeriodicalId":424932,"journal":{"name":"EduRN: Innovation Research & Policy Education (IRPN) (Topic)","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115145733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Patricia J. Euzent, Thomas L. Martin, P. Moskal, Patsy D. Moskal
Public universities are facing fiscal constraints due to declining state tax revenues and a resulting funding decrease. Improvements in technology have made possible the use of on-line lecture capture (LC) instruction. The question arises as to how LC delivery affects the effectiveness of instruction. The research literature on distance learning over the years has typically found no significant differences in student performance for the various instructional delivery modalities. With recent computer and video advances, high quality courses, streamed over the Internet, are now becoming common. However, little research to date has been published that specifically examines student performance or perceptions of courses that employ lecture capture. In this case, lecture capture refers to storing videos of actual course lectures on our college’s computer server, and making them available to students via their course websites, during the semester in which the course is offered. Students may view these videos at their convenience, as often as they wish, and without the need to download the videos onto their own computers. This study examined student performance and student perceptions in two large sections (N>300) of an introductory Economics course. One section employed traditional face-to-face instruction, and the other employed LC over the Internet. This study took place over two consecutive semesters. Students selected their course section (delivery format) during course registration. The instructional methods, exams, and instructor were the same for each section over both semesters. Students who agreed to participate allowed the authors to use their exam and homework scores, final grade, and some demographic data to compare student performance across the two delivery approaches. At the end of each semester, participating students also were asked to complete an online survey about their perceptions of their course section. The results indicated that there were no significant differences in student performance across the two delivery formats. Our results did show a higher withdrawal rate in the LC sections compared to the face-to-face sections (5.1% to 1.9%). LC courses require more discipline because students must complete coursework on their own, and it is likely that freshman and sophomores, in particular, may find this medium more difficult. Finally, student perceptions of LC were quite positive. Seventy-two percent perceived that they had more control over their learning than in a traditional face-to-face class. Forty-three percent also responded that they felt LC enhanced their performance in the course, while only 28% thought that it did not. Eighty percent indicated that LC was as good as or better than the traditional large lecture class experience, and 73% reported that they would choose to take another LC course. The flexibility and convenience of LC were what students liked the most about taking the course this way. Thus, it does appear th
{"title":"Teaching Principles to the Masses: Assessing Student Performance in Lecture Capture vs. Face-to-Face Course Delivery","authors":"Patricia J. Euzent, Thomas L. Martin, P. Moskal, Patsy D. Moskal","doi":"10.2139/ssrn.1868945","DOIUrl":"https://doi.org/10.2139/ssrn.1868945","url":null,"abstract":"Public universities are facing fiscal constraints due to declining state tax revenues and a resulting funding decrease. Improvements in technology have made possible the use of on-line lecture capture (LC) instruction. The question arises as to how LC delivery affects the effectiveness of instruction. The research literature on distance learning over the years has typically found no significant differences in student performance for the various instructional delivery modalities. With recent computer and video advances, high quality courses, streamed over the Internet, are now becoming common. However, little research to date has been published that specifically examines student performance or perceptions of courses that employ lecture capture. In this case, lecture capture refers to storing videos of actual course lectures on our college’s computer server, and making them available to students via their course websites, during the semester in which the course is offered. Students may view these videos at their convenience, as often as they wish, and without the need to download the videos onto their own computers. This study examined student performance and student perceptions in two large sections (N>300) of an introductory Economics course. One section employed traditional face-to-face instruction, and the other employed LC over the Internet. This study took place over two consecutive semesters. Students selected their course section (delivery format) during course registration. The instructional methods, exams, and instructor were the same for each section over both semesters. Students who agreed to participate allowed the authors to use their exam and homework scores, final grade, and some demographic data to compare student performance across the two delivery approaches. At the end of each semester, participating students also were asked to complete an online survey about their perceptions of their course section. The results indicated that there were no significant differences in student performance across the two delivery formats. Our results did show a higher withdrawal rate in the LC sections compared to the face-to-face sections (5.1% to 1.9%). LC courses require more discipline because students must complete coursework on their own, and it is likely that freshman and sophomores, in particular, may find this medium more difficult. Finally, student perceptions of LC were quite positive. Seventy-two percent perceived that they had more control over their learning than in a traditional face-to-face class. Forty-three percent also responded that they felt LC enhanced their performance in the course, while only 28% thought that it did not. Eighty percent indicated that LC was as good as or better than the traditional large lecture class experience, and 73% reported that they would choose to take another LC course. The flexibility and convenience of LC were what students liked the most about taking the course this way. Thus, it does appear th","PeriodicalId":424932,"journal":{"name":"EduRN: Innovation Research & Policy Education (IRPN) (Topic)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116662987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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