Project Title:Using Lecture-capture Technology to Engage Face-to-Face and Distance StudentsInstitution Name:University of Wisconsin-Stout
Innovation Category:Instructional Design and Delivery
Project Director:Julie Watts, Interim Associate Dean, or Matt Livesey, Director, Professional Communication and Emerging Media programContact Information:Watts: (715) 232-2342 or email@example.com; Livesey: (715) 232-1358 or firstname.lastname@example.org,
Project Description:Lecture-capture technology in all B.S. in Professional Communication and Emerging Media (PCEM) program core courses allows instructors to teach face-to-face and distance learners in one course, increasing engagement and productivity. Lecture-capture technology allows an instructor to teach a conventional face-to-face course and to archive audiovisual recordings of class meetings so these can be accessed by distance students who experience the course solely online. Web-based course management software—used to store and manage curricular materials, facilitate class and group discussions, and receive electronically submitted assignments—also enables instructors to involve both face-to-face and distance learners in the course.
- Recruit nontraditional, place-bound students who prefer learning at a distance.
- Continue to provide traditional, residential college students the face-to-face learning experience they expect from the PCEM program.
- Provide residential college students flexibility in terms of their schedules, allowing them to enroll for online sections of program courses when desirable.
- Increase instructor efficiency by offering one course, with face-to-face and online sections, rather than offering separate online courses.
- Total student program enrollment has increased since lecture-capture technology (LCT) was instituted.
- While true distance learners comprise a small percentage of enrollment (~15%), many others enroll for at least one online section of a program course.
- LCT does not hinder group work: 87% of surveyed students indicated they participated in collaborative projects with other students, and the majority (93%) perceived that LCT did not make collaboration more difficult.
- Students enrolled in LCT courses felt very connected (24%) or somewhat connected (69%) with other students, and very connected (68%) or somewhat connected (34%) with the instructor.
Challenges/Problems Encountered:Early in its use, the lecture-capture technology became cost-prohibitive, as program budgeting could not maintain yearly renewal costs. These costs then were shifted away from the program budget to other funding sources. Since then, a university-wide lecture-capture technology licensing process is now underway, further formalizing the use and funding of the technology.
Evaluation Approach:The major outcomes are measured through longitudinal quantification of program enrollment and by examining survey results, which describe student perceptions of lecture-capture use and its effects on teaching and learning. The burden of the evaluation is placed on the PCEM program director.
Potential for Replication:The use of lecture-capture technology at any institution should include planning for IT issues and management as well as supporting and instituting instructor training and professional development.
CEO-to-CEO Contact:Charles W. Sorensen
, Chancellorsorensenc@uwstout.eduDate Published: Saturday, April 30, 2011