Online learning official: Lecture capture helps students ‘review, review, review’ | eCampus News

Online learning official: Lecture capture helps students ‘review, review, review’ | eCampus News.

Jacqueline Moloney wants college students to do less transcribing and more listening.

Moloney, executive vice chancellor and head of online learning at the University of Massachusetts Lowell campus, has overseen an effort to make lecture capture technology a standard feature in the university’s classrooms, along with a host of other technologies that can be tailored to fit instructors’ preferences.

Along with a suite of other technologies—digital document cameras and interactive LCD touch screens among them—about one-third of UMass Lowell’s classrooms have been equipped with lecture capture programs that, Moloney said, let students “review, review, review” by rewinding the video lectures and hashing over complex concepts.

Furiously jotting down every key point that instructors make, she said, isn’t for everyone.

“I personally love to take notes,” said Moloney, who has headed UMass Lowell’s online learning program since it launched in 1996. “But with lecture capture, we find that students are able to focus and listen to what faculty members are explaining, versus having to scribble down every single word.”

She added: “You lose a lot of what the faculty is trying to teach you when you focus more on transcribing. With [lecture capture], students don’t feel nearly the pressure to take down every word.”


Social Learning

Check out this great powerpoint on Social Learning  presented  by  Jane Hart of the Centre for Learning & Performance Technologies at the ILTA conference.

Collaboration station | Concord Monitor

Collaboration station | Concord Monitor.

“For Lukasiak, the key to improved learning and higher test scores is being informed about how much the students know and catering to their needs from that point.

“Assessing students, talking to them, finding out what they already know and what they need to know is critical,” Lukasiak said.

The students who are behind need practice and repetition, and the students who are ahead need to be challenged.

“I’m convinced that technology has to be involved” for the process to work, he said. Students who just aren’t getting it won’t benefit from one more teacher lecture on it, and students who are ready to move on will get bored by lectures that “tread a middle line, without moving forward or backward,” he said.

Computer programs that provide students with the opportunity to practice and engage the material, and that also provide teachers with a steady stream of feedback about their progress, will help improve learning for everyone, Lukasiak said.