![]() The role of information and communication technologies in a university learning environment. Research in Higher Education, 48(7), 889–908.īreen, R., Lindsay, R., Jenkins, A., & Smith, P. New verse or the same old chorus? Looking holistically at distance education research. Naturalistic inquiry and the saturation concept: a research note. Oxfordshire: Princeton University Press.īowen, G. What’s the use of lectures? San Francisco: Jossey-Bass.īok, D. The American Journal of Distance Education, 15(3), 5–19.īligh, D. Review of research in distance education, 1990 to 1999. Khine (Ed.), Knowing, knowledge and beliefs: Epistemological studies across diverse cultures (pp. ![]() Sterling, VA: Stylus Publishing.īaxter Magolda, M. Making their own way: Narratives for transforming higher education to promote self-development. Academy of Management Learning & Education, 2(2), 139–153.īaxter Magolda, M. Using information technology in learning: Case studies in business and management education programs. The study’s findings have implications for future research and practice in student development and instructional technology.Īlavi, M., & Gallupe, R. The findings suggest that students’ experiences constitute a process of acculturation into the institutional context of recorded lecture courses through four stages, which are respectively labeled ignorance, disillusionment, crisis, and coping. Data were collected through semi-structured interviews with 14 students enrolled in a campus-based undergraduate degree program in business at a flagship public university in the US, and were consequently analyzed using grounded theory. This article reports a qualitative study of undergraduate students’ experiences with sustained participation in recorded lectures as a required part of their curriculum, thereby addressing calls for research on the impact of technology on students’ college experience. Sustained use of recorded lectures has the potential to significantly alter students’ college experience, however research on students’ experiences with recorded lectures is scarce. The more meetings recorded lectures are discussed at, the greater the evidence that this is something students want.The use of recorded lectures-an instructional format that involves recording live lectures and disseminating these recordings to students by means of various technologies-as substitutes for classroom instruction is a growing phenomenon in higher education. The minutes are used to compile the SU’s annual report of issues brought up at SSLCs which is then presented to the University. Raising recorded lectures at an SSLC is vitally important as it will be minuted and seen by the University and the SU. You can find out who your course rep is and how to contact them here. It’s vital it’s included on the agenda and minutes of the meeting. There it will be discussed with staff from the department and raised at the department's staff meeting. Send an email to your Course Rep and ask them to bring it up at your course's SSLC meeting. Having lectures recorded means that myself and other students are able to catch-up with missed lectures, and revisit the full content during revision later in the year. Would you consider using lecture capture to record your lectures? If you don’t fancy talking to them in person, perhaps send them an email. Explain the numerous advantages for students (and lecturers) and why it would be helpful for your studies to have the lecture recorded. ![]() Have a chat with them before or after the lecture and ask if they wouldn't mind recording their lectures. Nothing beats just talking to your lecturer. ![]() Students with disabilities can access lectures delivered in inaccessible spaces.Students can revise more effectively by revisiting lectures.Students can catch up with missed lectures.Some departments already record the majority of their lectures, and that's great, but we want all students to be able to have their lectures recorded because it means. ![]()
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