Lecture capture use in engineering education: Influence of students’ social and behavioral factors and teachers’ perceptions

Rahman, A., Shah, M. A. R. and Chowdhury, S. H. (2018) Lecture capture use in engineering education: Influence of students’ social and behavioral factors and teachers’ perceptions. Computer Applications in Engineering Education, 26(3), pp. 500-508. (doi:10.1002/cae.21902)

Rahman, A., Shah, M. A. R. and Chowdhury, S. H. (2018) Lecture capture use in engineering education: Influence of students’ social and behavioral factors and teachers’ perceptions. Computer Applications in Engineering Education, 26(3), pp. 500-508. (doi:10.1002/cae.21902)

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Abstract

This paper discusses the influence of students’ social and behavioral features on lecture capture use in the learning of engineering courses, as well as teachers’ perceptions of pedagogical changes and students’ performance. Results show that the students’ perceptions about lecture capture are highly positive in terms of improving learning and academic performance. With respect to behavioral factors like attention deficit, the study suggests that a significant number of students having difficulties in maintaining attention during lectures and rely on lecture capture for further understanding. With respect to social factors, variation in the use of lecture capture has also been observed between native and non‐native English speaking students, and in students with different levels of past experience in using lecture capture. Lecturers of these engineering courses have expressed optimism about using lecture capture, and have raised concerns about restrictive teaching styles, and the requirement for technological improvements and adequate training.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Shah, Dr Mohammad Aminur
Authors: Rahman, A., Shah, M. A. R., and Chowdhury, S. H.
College/School:College of Social Sciences > School of Interdisciplinary Studies
Journal Name:Computer Applications in Engineering Education
Publisher:Wiley
ISSN:1061-3773
ISSN (Online):1099-0542
Published Online:08 February 2018

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