12/8/2023 0 Comments Recorded lectures![]() ![]() ![]() On the way to the grocery store, Wendy receives a call from her significant other asking her to run five additional errands. Wendy’s significant other gives her a written grocery list of 10 items to pick up on the way home. These findings suggest knowledge of future access to recorded lectures did not enhance the ability of participants to remember other information and therefore, may not free-up cognitive resources that could be used for other tasks within the classroom. Participants with knowledge of future access to recorded lectures wrote more notes, which correlated with better performance on the examination.Ĭonclusion. There was, however, loss of knowledge over time. Overall performance on the examinations did not differ between participants who knew they would have access to the lecture material for later restudy and those who did not. If participants had preserved cognitive resources (eg, memory, attention) because of knowledge they would have future access to recorded lectures, performance was expected to be higher on the late lecture material. The primary outcome was the participants’ performance on the examination administered immediately following presentation of the late lecture material. Participants were tested immediately following the lectures and again one week later. For the late lecture material, participants were instructed they would not have future access to lecture material. For the early lecture material, participants were instructed as to whether or not they would have future access to the recorded lectures for restudy prior to their test one week later. Pharmacy students viewed 50 minutes of videotaped lecture in a simulated class period. To assess and elucidate the impact of student pharmacists’ knowledge of future access to recorded lectures on their ability to remember information presented during lecture. This has created a coherent mobile learning experience for first year students-one strongly supported by the most recent scholarship on technology and pedagogy.Objective. The development of podcasts, vodcasts and ebook resources for students all provided demonstrable improvements in retention and achievement by allowing students to connect with materials via mobile devices that improved ease of access, portability and an attractive learning platform. Recent scholarship suggests that the provision of materials in easily digestible forms leads to better engagement and learning outcomes. This paper traces the authors’ success reengaging students via mobile learning tools, after the subject’s lectures were podcast, generating worldwide interest. Initially taught as a traditional face-to-face ‘lecture plus tutorial’ subject, it encountered the typical problems of first year attrition and limited student engagement despite widespread interest in the subject material. 'The Roman World’ is a popular first year introductory survey of ancient Roman culture. The paper proposes collaboration between students and teachers to produce more effective e-lectures. ![]() To achieve this, the teachers would also need to enhance their awareness of the new medium. The effectiveness of e-lectures in Asian education would largely depend on the extent to which the teachers are able to address the students concerns. While teachers seems to be more preoccupied with their body language, facial expressions, and trite organization, students seemed to focus on voice, matter on the slides and did not mind a rather repetitious delivery. Extensive interviews of these teachers and questionnaires administered on the students who viewed these lectures showed that teachers' concerns clashed with the students' concerns in areas related to content and delivery. Teachers recorded their lectures using customized software. To investigate what teachers can do to make web-based electronic lectures (e-lectures)equally (or more) effective compared to face-to-face lectures, an experiment was set up involving five lecturers and about five hundred students in a technological university in Singapore. ![]()
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