A. Cuthbert, M. Kubinec (PI), O. Johnson, and F. Ieong
Instructional technology, digital video, communication and collaboration systems, digital libraries, content strategy and creation, in-eraction design, user-centred design, human-computer interaction, user experience design
This paper addresses the challenge of indexing and cataloguing live digital video to make it accessible and useful to students as an instructional resource. The context for this research was a large-scale introductory undergraduate chemistry class that used peer interaction and concept testing. Dynamically indexed lecture video was automatically converted into a highly structured and thematically coherent set of learning resources, enabling students to review challenging concepts after class. We employed survey items to assess students’ perceptions and use of two interrelated parts of the course infrastructure: (a) the digitally recorded webcasts of lectures (N = 92 completed surveys) and (b) the student wireless annotation system, which attaches notes to lecture slides and thus to the streaming digital video (N = 19 students in annotation pilot group). Analysis of survey items as well as students’ annotations revealed that students used in-class concept tests to direct their own learning processes outside of class. Although many students (60%) embraced the webcasts and annotation system, a sizable minority of the students (28%) rejected technology-based solutions as learning tools. This research suggests that various approaches that work for distance education may not be appropriate for use in actual classrooms. Ultimately, a variety of well-integrated alternatives are required to meet the needs of face-to-face and distance learning environments.
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