11/30/2023 0 Comments Recorded lecturesA better quality recording and the inclusion of accessibility features will aid all students’ attention and comprehension, and can be particularly important for disabled students’ access to learning. Our guidance on creating accessible videos will help you improve the quality and accessibility of your pre-recorded teaching content. See the guidance on recording a live session in Teams and sharing on Canvas. The preferred and supported method for recording live streamed lectures is to record the session using the built-in recording functionality in Teams and then share this with users in a Canvas course by first uploading the recording to Panopto. If you wish to record on-site and have the recording uploaded for sharing online (via Panopto in Canvas) you should contact your department to discuss when bookable rooms and recording facilities will be available. The preferred and supported methods of pre-recording teaching content is to use the Panopto (Replay) service from home. The Panopto automated captioning service can produce a fairly accurate transcript, or paid-for services may be used to provide better quality transcripts. To ensure all recorded lectures are inclusive, a good quality microphone is essential so that students can hear clearly what the lecturer is saying. You can design short pauses into your live lectures to invite student questions via online chat or ask students to respond to a live poll. If you would like to give a live streamed lecture from your own computer you should ensure that these lectures are also recorded and shared with students, so that those who cannot attend the live streamed session can watch the lecture as soon as they are able. These can be used to explore student foundation knowledge, enable students to test their understanding of concepts, encourage student discussions, or apply and use newly learnt themes and concepts. There are many excellent online tools (polls, quizzes etc) for promoting active learning alongside online lectures. Once you have collected questions, answers can be shared via Canvas, or you could make a short recording to discuss the answers. You could offer a live Q and A session in the lecture timetable slot or include an asynchronous timeslot for students to submit questions. Methodological triangulation using the log data for the recorded lectures can provide this.Recording and sharing lectures in advance offers the possibility of adding supporting online activities to help replicate those that would normally take place in a live lecture (questions and answers, polling, and student interaction and discussions). To increase the credibility and validity of the results, we need a more direct way to measure the use of recorded lectures by students. There are also interesting differences in the use of recorded lectures of the different groups of students at the two universities. Recorded lectures for courses that only use the blackboard are viewed less often. The fact that students did not mention the quality of the actual lectures appears not to influence the use of the recorded lectures. A large proportion of the students report that they watch 75100% of a recorded lecture when the view one. Our results show that students use recorded lectures as a replacement for missed lectures and for study tasks, like preparing for an exam. This understanding will enable the creation of usage scenarios that need to be supported. The goal of the study is to gain a better understanding of the way that this group of students use recorded lectures. This paper presents the results of a study into the use of recorded lectures at two universities in the Netherlands. Research shows that students prefer courses accompanied by online recordings and an increasing number of universities provide recorded lectures. Online recordings of lectures provide students with anytime-anyplace access to lectures.
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