Use of Lecture Capture in Undergraduate Biological Science Education
DOI:
https://doi.org/10.5206/cjsotl-rcacea.2013.2.4Abstract
This study examined the use of lecture capture in students in a large 3rd year undergraduate biological science course at the University of Guelph. Data regarding viewing behaviour, academic performance, and attendance were analyzed in relation to student learning approach (as assessed by the R-SPQ-2F), gender, and year of post-secondary education. It was found that relative to historic controls, students provided lecture capture videos increased their final exam grade by approximately 5%. It was also found that learning approach was significantly related to video viewing behaviour, final exam performance, and attendance, with a deep learning approach being associated with more video views, better performance, and a greater tendency to watch videos to master and review material. A surface approach showed contrasting associations. Moreover, a higher deep approach score was related to fewer absences, while a higher surface approach score was related to more absences and increased the likelihood of a student missing a class. Gender also influenced viewing behaviour, with females being more likely than males to watch videos to generate notes and to review material. This research demonstrates that learning approach and gender are significant predictors of lecture capture behaviour, performance, and/or attendance in biological science education, and provides support for the use of lecture capture as a tool to improve academic performance.
Cette étude examine l’utilisation de la capture de cours dans une grande classe d’étudiants de premier cycle inscrits à un cours de sciences biologiques de troisième année. Les données relatives au comportement de visionnement des vidéos, aux résultats académiques et à l’assiduité ont été analysées en relation avec l’approche d’apprentissage des étudiants (telle que mesurée par le R-SPQ-2F), le sexe et l’année d’études post-secondaires. Cette étude a montré que, comparativement aux contrôles historiques, les notes obtenues aux examens finals par les étudiants exposés à des vidéos académiques étaient de 5 % supérieures. L’étude a également indiqué que l’approche d’apprentissage était liée de façon significative au comportement de visionnement, aux résultats obtenus aux examens finals et à l’assiduité, et que l’approche en profondeur était liée à un nombre supérieur de visionnements des vidéos, à de meilleurs résultats et à une tendance accrue à regarder les vidéos afin de maîtriser et de réviser la matière. L’approche en surface a indiqué des associations contrastées. De plus, un score supérieur d’approche en profondeur était lié à un nombre moins élevé d’absences alors que l’approche en surface était liée à davantage d’absences et qu’elle augmentait les possibilités que les étudiants soient absents en classe. Le sexe avait également une incidence sur le comportement de visionnement, les femmes ayant davantage tendance à regarder les vidéos afin de prendre des notes et de réviser la matière que les hommes. Cette recherche a montré que l’approche d’apprentissage et le sexe sont des indicateurs importants de comportement en ce qui concerne la capture de cours, la performance et/ou l’assiduité dans le domaine des sciences biologiques et qu’elle offre un soutien efficace pour l’utilisation de la capture de cours en tant qu’outil pour améliorer la performance académique.
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