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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 April 24, 2019 from .

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