#RECORDED LECTURES HOW TO#

Two years before this present study, the School of Medicine had made recorded lectures available to students via Mediasite’s Sonic Foundry lecture capture technology. In light of the conflicting and limited evidence on the impact and best use of recorded lectures in medical education settings, an institutional research project was undertaken at an international medical school with a fast-paced curriculum and a strong commitment to providing student academic support. It was anticipated that the findings will be helpful to medical students, teaching faculty, and student academic support personnel in the development of a best practices approach to integrating recorded lectures into the learning process.

Therefore, the aim of the current study was to further investigate how the availability of recorded lectures has influenced traditional lecture participation, what students perceive to be the advantages and disadvantages of integrating this technology into their learning approach, and how students are strategically using recorded lectures for learning.

#RECORDED LECTURES HOW TO#

Nonetheless, there is little knowledge of how students make strategic use of recorded lectures, or of how to best integrate these technologies into the learning process. Deriving from evidence that recorded lectures have become widely available and feature among the learning resources medical students turn to, recent studies have sought to explore how and why students make use of this technology. This may be contrary to what students perceive to be true. Other studies suggest that use of recorded lectures does not positively impact performance or may, in fact, be associated with poorer performance. Some evidence suggests that use of recorded lectures results in better grades. Likewise, the impact of recorded lectures on learning outcomes is unclear. It is also unclear if medical students are cautious in their use of recorded lectures for learning or if they, in fact, use it extensively as a learning tool. offer evidence that lecture participation has been adversely affected by the availability of recorded lectures however, a number of other studies have provided contrary evidence. While there is justification for the widespread use of e-learning technologies such as lecture capture the extent to which it is embraced by students or leads to positive learning outcomes has yet to be presented. Nonetheless, there is widespread concern among teaching faculty that providing recorded lectures has a negative influence on medical students’ live lecture attendance. Furthermore, it enables faculty to provide their lecture audio, video, and Power Points. It offers students the flexibility to review lectures anytime, anywhere, with the option of pausing the recording or adjusting the pace at which it is viewed. Lecture capture technology is one of the most popular e-learning technologies currently available to medical students. medical licensing exam, and eventually a successful residency match.

In particular, pre-clinical students are under pressure to quickly master a large volume of course material and to develop the comprehensive knowledge and skills required to achieve a top score on the Step 1 U.

Nonetheless, the misuse of the technology could prove academically disadvantageous if it detracts from active learning, leads to an inefficient use of study time, or fosters study strategies that prevent the critical application of lecture content. E-learning tools can facilitate an adaptive, self-directed approach to learning. New e-learning technologies have become ubiquitous in educational settings as institutions strive to maintain technological currency and to offer students and faculty more effective educational tools.

Recorded lectures