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Tegrity as a Means of Student Reflection
PROCEEDINGS

, Arkansas Tech University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Graduate students enrolled in an Educational Media class utilized the Tegrity lecture capture system as part of the regular course activities. Students accessed videos to review classroom activities and discussions. Students captured their demonstration lessons using the Tegrity screen-capture system. At the conclusion of the course students were ask to reflect on their experiences with Tegrity both as a means of obtaining and referencing information presented in the classroom and as a vehicle to present their ideas to the instructor and class. The results of this study indicate that graduate education students valued Tegrity as a means of reviewing course material with several indicating a desire to use the system in their K-12 classrooms. Student reflections of their own presentations provided the instructor with insight into what course content the students valued, student’s value of course projects and the connections students made between course content and their own classrooms.

Citation

Callaway, R. (2010). Tegrity as a Means of Student Reflection. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 617-621). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2018 from .

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