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This article explores the options for incorporating lectures and presentations in online learning. |
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Lectures have been a mainstay in teaching for hundreds of years, as they can be used to convey information to many learners at once. In the past few decades, lecturers began adding multimedia presentations to supplement their delivery. In the online environment, lectures may be presented via written text, podcast, a slide presentation that may be narrated, or recorded lecture capture.
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For an accessible version of the table below, download Engaging Lecture Capture and the Seven Principles for Good Practice in Undergraduate Education.
Principle | Practice |
Encourages contact between students and faculty | Include questions in lectures that students need to respond to. After reviewing the lecture, the student responds to questions on a discussion board. Students can respond to other students' responses as well. Grade discussion postings. Faculty can review and provide feedback. "Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement." |
Develops reciprocity and cooperation among students | Assign a student the responsibility of summarizing and highlighting the important points of the captured lecture. Students can be divided into groups to do this. The instructor then reviews and prompts students for missed points. In addition, student groups can take case studies presented in the lecture and do additional research and follow-up. |
Encourages active learning | Require students to apply lecture material to a case study, problem set, or real-world application, instead of passively watching the lecture. |
Gives prompt feedback | Incorporate a synchronous component in the lecture capture system. This provides online students the potential to get immediate feedback to questions. In addition, this option provides a larger pool of diverse students in the class discussion. Online students from a broader geographical area can provide a diverse perspective. Ask students to post the "muddiest point" of the lecture so that faculty can clarify via the discussion board. Create quizzes based on material presented in the lecture that are graded automatically. Having students see what they missed focuses learning. |
Emphasizes time on task | Encourage students to review the lecture and learn before the next lecture is presented. This allows students to spend more time than would be available in a normal in-class session. "To improve learning outcomes, instructors must think creatively about using webcasting technology to free up valuable classroom time for more interactive discussion and activities." |
Communicates high expectations | Provide feedback on assignments in the lecture to emphasize course goals and expectations. Students can review this feedback throughout the term via the lecture playback system. |
Respects diverse talents and ways of learning | Support all learning styles: video and slides for visual, sound for auditory, and thumbnails and slide movements for kinesthetic learners. Different groups of students benefit from lecture capture in different ways. "The relationships between students' characteristics and the benefits they receive from webcasts are complex." |
The table appears with the permission of Margaret Martyn; Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 license.
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