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Making Sense of Lecture Capture: A Case Study of Peer and Teacher Influence
PROCEEDINGS

, Aducate - Centre for Training and Development, University of Eastern Finland, Finland ; , Business School, University of Eastern Finland, Finland

EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

In this case study, we analyzed teacher and peer influence on how student makes sense of recorded lectures. 14 students were asked to watch recorded lectures and complete related statistical assignments in pairs. On-screen activity and collaboration was recorded and eye tracking was used to indicate the most used features and regions of the user interface. From these data, we identified critical incidents for sensemaking. According to our findings, a teacher may help students focus on certain issues by verbal or visual cues. Challenging questions that are related to teaching resources and peers’ feedback also help students to discover unclear issues. Especially, when the weaker student challenges the more talented one to rationalize and verbalize his thoughts, both students may create deeper understanding that materializes in better grades. Instead, imitating and copying teacher’s actions while solving statistical problems was not seen as effective learning strategy.

Citation

Kukkonen, I. & Palo-oja, O.M. (2014). Making Sense of Lecture Capture: A Case Study of Peer and Teacher Influence. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 813-820). Tampere, Finland: Association for the Advancement of Computing in Education (AACE). Retrieved January 22, 2020 from .

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