reported that the faculty felt that recorded lectures helped average- to lower-performing students in achieving better grades but did not impact the success of the high-performing students. Kwiatkowski and Demirbilek also found that instructors had technical concerns, and in fact many faculty members were not familiar with the technology itself. 8-10 On the other hand, instructors thought that recorded lectures led to a decrease in class attendance, a restriction in their teaching style, and a reduction in one-on-one engagement. (2015) observed that students generally exhibited positive feelings about having access to recorded lectures. (2016), Kwiatkowski and Demirbilek (2016) and O’Callaghan et al. How do students and faculty perceive the use of recorded lectures? Groen et al. They stated that they perceived that live lectures helped them learn and understand the material and, more importantly, it helped them keep pace with the material by providing a schedule. found that the majority of students attended lectures even though they would have access to the same material in a recorded format. Similar to Williams et al., Simcock et al. They described a positive correlation in exam scores when participants attended live lectures and a negative correlation when they did not. (2017) surveyed first-year biology students. If students attended live lectures only or watched recorded lectures only, they achieved statistically significant higher scores than students who used a mixed approach in which they watched some lectures live and some recorded. Upon further examination, they discovered that consistency was the key to student success. Initial findings showed a positive correlation between attending live lectures and performance on exams. (2017) studied a first-year medical school histology class. There are other instances in which a correlation between attending live lectures and performance has been observed. The investigators concluded there was no benefit to providing the recordings because their attendance rate was high. A minimal difference was observed between students who attended only the live lectures and those who re-watched the lectures as recordings. The number of students that attended the live lectures was high (89.5%), and 65% watched at least one recording. (2015) examined students’ exam performances in an introductory biology course in which recorded lectures were available. Some studies suggest re-watching lectures increases comprehension of presented content and results in higher exam scores. In addition, more than half of them reported that watching recorded lectures from home was a good time management strategy. recorded lectures from home, which were followed by in-class discussions. (2018) found that in an introductory epidemiology graduate course there was no difference in overall performance between students watching traditional lectures vs. The literature is varied on the impact of recorded lectures on student performance. One glaring question is how effective these recorded lectures are for students who stop attending live lectures. Many lecturers have concerns about the use of the recorded lecture as discussed below. Many institutions of higher learning have adopted recording of their live lectures and make these recordings available to students to view or review at any time. The recorded lecture can be given at any time, reviewed any time, and is often shorter because of a reduction in interrupting activities that occur during a live lecture. 1 Advantages of this method include personalized interactions with students, instant student feedback and the ability to monitor attendance. The live lecture is the typical, and often preferred, in-person lecture style for most instructors. Most delivery methods can be placed into one of two large categories: live or recorded. Lecture styles and delivery methods are as diverse as the instructors delivering them.
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