Campus Units

Veterinary Pathology

Document Type

Article

Publication Version

Published Version

Publication Date

10-31-2013

Journal or Book Title

Computers & Education

Volume

72

First Page

121

Last Page

131

DOI

10.1016/j.compedu.2013.10.016

Abstract

The purpose of two related studies was to explore the relationships between course characteristics (teaching approach, content type, and level of curricular coordination), lecture-capture implementation, and learning in a veterinary medical education environment. Two hundred and twenty two students and 35 faculty members participated in the first study, which surveyed respondents regarding their perception of lecture-capture use and impact on learning. Four hundred and ninety one students participated in the second study, which compared scores on a standardized test of basic science knowledge among groups experiencing various levels of lecture-capture implementation. Students were most likely to view captured lectures in courses that moved quickly, relied heavily on lecture, were perceived as highly relevant to their future success, and contained information not available in other formats. A greater percentage of students than faculty perceived lecture capture as beneficial to learning. Higher views of captured lectures were associated with higher test scores in disciplines that relied most heavily on a straight-lecture teaching approach and had a basic science – researchteaching context. The number of lecture-capture views was not significantly related to test scores in disciplines that relied less heavily on straight lecture for instruction and had a basic science – applied teaching context.

Comments

This article is from Computers & Education, 72 (2014); 121-131. doi: 10.1016/j.compedu.2013.10.016. Posted with permission.

Rights

Open access under CC BY-NC-ND license.

Copyright Owner

The Authors

Language

en

File Format

application/pdf

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