You are here:

Exploring a Framework to Design Desktop Recording Lectures (DRLs) PROCEEDINGS

, Macquarie University, Australia

EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This research proposal explores a model to improve students' engagement in Desktop Recording Lectures (DRLs). The model incorporates five elements that are hypothesised to affect students' engagement and achievement while using DRLs. These elements are: (1) visual design and aesthetics; (2) web standards; (3) multimedia learning principles; (4) pedagogical approaches; and (5) quality of presentation of content. We conducted a literature search, covering the use of automatic recording lectures (ARLs) and comparing their features with DRLs generated using e-learning publishing tools. The literature revealed that, while DRLs are becoming popular in universities and on MOOC sites, there is a lack of research on guidelines for recording and presenting DRLs. There are also gaps in research on how academics and students approach DRLs. It is thus necessary to explore ways in which DRLs can become more valuable and engaging for students.

Citation

Reyna, J. (2015). Exploring a Framework to Design Desktop Recording Lectures (DRLs). In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1302-1311). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2018 from .

Keywords

View References & Citations Map

References

  1. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. McGraw-Hill International.
  2. Birch, D. (2006). Pedagogical motivations for developing multimodal distance education courses. Proceedings of Academy of World Business, Marketing& Management Development 2006 Conference, July 10-13, 2006, Paris, France.
  3. Birch, D. (2009). PowerPoint with audio: a breeze to enhance the student learning experience. E-journal of Business Education and Scholarship of Teaching, 3(1), 36-42.
  4. Bonwell, C.C., & Eison, J.A. (1991). Active Learning: Creating Excitement in the Classroom. 1991 ASHEERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183.
  5. Britain, S. (2004). A review of learning design: concept, specifications and tools. A report for the JISC Elearning Pedagogy Programme, 2006.
  6. Brown, D (2010). Bulletin of the American Society for Information Science and Technology– August/ September vol. 36, no. 6.
  7. Clarke, D. & Burgess, C. (2009). Using practice based education to improve the student experience. In The Student Experience: Proceedings of the 32nd HERDSA Annual Conference, Darwin, 6-9 July 2009, (pp.73-80).
  8. Clark, R.C., & Mayer, R.E. (2003). E-learning and the Science of Instruction. San Francisco: Jossey-Bass.
  9. Dufour, C., Toms, E., Lewis, J. & Baecker, R. (2005). User strategies for handling information tasks in webcasts. Proceedings ACM CHI 2005, April 2-7, 2005, Portland, OR. 1343-1346.Eastman, J.K., & Owens
  10. Swift, C. (2001). New Horizons in distance education: The online learner-centred marketing class. Journal of Marketing Education, 23(1), 25-34.
  11. Creswell, J.W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative approaches to research. Upper Saddle River, NJ: Merrill/Pearson Education.
  12. Fogg, B, Soohoo, C, Danielson, D, Marable, L, Standord, J, & Tauber, E (2003). How do users evaluate the credibility of Websites?: A study with over 2,500 participants. Proceedings of DUX2003, Designing for User Experiences Conference. San Francisco, California.
  13. Garrand, T. (2006). Writing for Multimedia and the Web. Elsevier. Giliberti, E. Et al., 2012. Alternative learning technologies for students with special educational needs. In IT in Medicine and Education (ITME), 2011 International Symposium on Information Technology in Medicine and Education. Pp. 633–637. Available at: http://ieeexplore.ieee.org/stamp/stamp.jsp? Tp=&arnumber=6130918&isnumber=6130746.
  14. Glore, P (2010). Identifying motivational strategies to engage undergraduate learning in web-based instruction. (Doctoral dissertation, Capella University). Gorissen, P., et al. (2012). Analysing Students’ Use of Recorded Lectures through Methodological Triangulation. Workshop on Learning Technology for Education in Cloud (LTEC'12). L. Uden, E.S. Corchado Rodríguez, J.F. De Paz Santana and F. De la Prieta, Springer Berlin Heidelberg. 173: 145-156.
  15. Gorissen, P., Bruggen, J., & Jochems, W. (2013). Does tagging improve the navigation of online recorded lectures by students?. British Journal of Educational Technology.
  16. Gosper, M., Green, D., Mcneill, M., Phillips, R., Preston, G. And Woo, K. (2008). The Impact of Web-Based Lecture Technologies on Current and Future Practices in Learning and Teaching, Australian Learning& Teaching Council, Strawberry Hills, NSW, Australia.
  17. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
  18. Marcotte, E. (2011). Responsive web design. Editions Eyrolles.
  19. Mayer, R.E. (2001). Multimedia Learning New York: Cambridge University Press. Mayer, R.E. (Ed.). (2005). The Cambridge Hanbook of Multimedia Learning. New York: Cambridge University Press.
  20. Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5–12.
  21. McKee, R. (1997). Substance, Structure, Style, and the Principles of Screenwriting. New York: HarperCollins.
  22. Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309-326.
  23. Redish, J.G. (2007). Letting go of the words: Writing web content that works. Morgan Kaufmann.
  24. Reyna, J. (2012). From Flash to HTML5: The E-learning Evolution. Training& Development Magazine. October issue. Australian Institute of Training and Development.
  25. Reyna, J. (2013). The importance of visual design and aesthetics in e-learning. Training& Development Magazine October 2013 Vol 40 No 5, published by the Australian Institute of Training and Development.
  26. Sankey, M., & St Hill, R. (2005). Multimodal design for hybrid learning materials in a second level economics course. Proceedings of 11th Australasian Teaching Economics Conference: Innovation for Student Engagement in Economics July 11-12, 2005, University of Sydney, Australia (pp. 98-106).
  27. Shaw, G.P., and Molnar, D. (2011) Non-native English language speakers benefit most from the use of lecture capture in medical school. Biochemistry& Molecular Biology Education. 39 (6): 416 – 420.
  28. Solvie, P., & Kloek, M. (2007). Using technology to engage students with multiple learning styles in a constructivist learning environment. Contemporary Issues in Technology and Teacher Education, 7(2), 7-27.
  29. Soong, S.K.A., Chan, L.K., Cheers, C. (2006) Recorded lectures: Looking to the future. In Who’s learning? Whose technology? Proceedings ascilite Sydney 2006. Http://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p179.pdf Traphagan, T., Kucsera, J., Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. Educational Technology Research and Development 58(1), 19–37.
  30. Williams, J., Fardon, M (2007). Recording lectures and the impact on student attendance. Paper Presented at the ALT-C 2007 Conference. Woo, K., et al. (2008) ‘Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning. ALT-J: Research in Learning Technology, 16(2), 81-93.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.