using exam analytics to evaluate student use of lecture capture recordings
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Using Exam Analytics to Evaluate Student Use of Lecture Capture Recordings
Dan ThompsonManager of Instructional Design and Educational Technology Oklahoma State University Center for Health Sciences
Today’s Objectives• At the end of today’s session, participants will be
able to:• Create a process of reviewing student usage of
lecture capture• Recognize the relationship between student
use of lecture capture recordings and performance on assessments at their institution
• Apply lessons learned to establish reviews of other educational technology programs
School Background• Osteopathic Medical School• Systems based curriculum• 115 students• How we use lecture capture
• In-class recordings• Faculty created recordings
1. We know lecture capture is widely used by our students, but can we discover if it is adding value to student assessment performance?
2. Can we identify the most successful methods of utilizing lecture capture as an instructional and study tool?
Our Process• Categorized (mapped) each exam item by
lecture• Reviewed lecture capture views • Compared student exam performance
with lecture capture views
Our Participants and Their Roles• Instructional design/academic support
staff• Item categorization• Lecture capture statistics• Exam statistics
• Faculty• Item categorization
ResultsOverall Results
Systems Courses Results
Foundational Courses Results
Most Watched Recordings
85% 83.1% 86.5%
Least Watched Recordings
82.4% 82.1% 82.6%
*TBL 87.5%
Conclusions• There is a consistent positive relationship
between quantity of student views of lecture capture recordings and an increased performance on summative assessments
• Preliminary results indicate use of lecture capture as an educational tool and not simply as a replay of class is linked to improved student assessment performance
• More specific information is needed…
Unintended Lessons• Students tend to view recordings less as each
unit progresses• Why is this? Timing? Further removed from
this information when the exam arrives?• Gained insight on course evaluation process• Review of instructional methods
• Flipped classroom/team-based learning
Current Implications• How can this affect positive change now?
• Faculty development• Improving upon this study• Using exam stats to review other
processes
Moving Forward
• Building on this study…• Include student attendance• Formative assessment• Performance by discipline• Compare with student performance prior to
lecture capture
Yes, there was a time before lecture capture…
