Hi Olaf, We studied several large second year STEM cohorts, two in Chemistry and one in the Biosciences. Number of students in these classes ranged from 300-600 people (for each class), and about half used lecture capture.
We saw lots of interesting trends but the most important one was that the only group that showed a gain in marks (and they showed a 9-15% gain in marks) that was statistically significant were the students who used lecture capture regularly (every week). So just "using" lecture capture isn't enough, you need to look at how students are using it. A secondary finding that is interesting is that a lot of students are using lecture capture facilities right before the midterm examination, and their marks don't outperform those of their peers. The paper for this will be submitted in the next couple of weeks, anyone who is interested in a preprint copy should just email me. Regards, Chris ________________________________________ From: [email protected] [[email protected]] on behalf of Schulte Olaf A. [[email protected]] Sent: 23 January 2013 17:12 To: Opencast Community Subject: Re: [Opencast] Paper with some useful data Thanks, Mike. I think this goes back to discussions we had a couple of years ago about "anecdotal studies" supporting the case for lecture recording - based on single courses and a very limited number of students. However, with n>100 and a quite a number of courses, your case study comes closer to the kind of argument one would be looking for from a didactical perspective (I think Stuart's argument was more towards the effectiveness in production). Anyone can back this up, maybe even with a comparison of students with/without access to lecture recordings in the same course? O >-----Ursprüngliche Nachricht----- >Von: [email protected] [mailto:community- >[email protected]] Im Auftrag von Mike Bianchi >Gesendet: Mittwoch, 23. Januar 2013 16:15 >An: [email protected] >Betreff: Re: [Opencast] Paper with some useful data > >> My main reason for posting it here is that when I was putting together >> a business case for our lecture capture system I was looking for >> exactly these kind of figures to support our case. > >I think you will find this interesting: > >And the University of Michigan at Flint, reports that during 18 months >(2006-08) they made over 720 AutoAuditorium recorded lectures and saw their >student performance increase! The PDF below concludes that "student outcomes >from classes taught in the Cyber Classroom show a one-half point mean grade >improvement, a 36% increase in honors grades, and a 56% reduction in failures." > www.AutoAuditorium.com/PressRelease/FECS08_StudentPerformance.pdf > >At the time they purchased their second system, the first one was recording 22 >lectures per week. It ran from 8 AM until 9 PM four days a week. Their third >system >was installed in the spring of 2012. > >Other discussions of the same data: > www.AutoAuditorium.com/PressRelease/PR_2008_09_10.html > www.streamingmedia.com/Articles/Editorial/Featured-Articles/The-Cyber- >Classroom-Case-Study-74277.aspx > >-- > Mike Bianchi > Foveal Systems > > 973 822-2085 > > [email protected] > http://www.AutoAuditorium.com > http://www.FovealMounts.com >_______________________________________________ >Community mailing list >[email protected] >http://lists.opencastproject.org/mailman/listinfo/community > > >To unsubscribe please email >[email protected] >_______________________________________________ _______________________________________________ Community mailing list [email protected] http://lists.opencastproject.org/mailman/listinfo/community To unsubscribe please email [email protected] _______________________________________________ _______________________________________________ Community mailing list [email protected] http://lists.opencastproject.org/mailman/listinfo/community To unsubscribe please email [email protected] _______________________________________________
