Nonetheless, there is little knowledge of how students make strategic use of recorded lectures, or of how to best integrate these technologies into the learning process. Deriving from evidence that recorded lectures have become widely available and feature among the learning resources medical students turn to, recent studies have sought to explore how and why students make use of this technology. This may be contrary to what students perceive to be true. Other studies suggest that use of recorded lectures does not positively impact performance or may, in fact, be associated with poorer performance. Some evidence suggests that use of recorded lectures results in better grades. Likewise, the impact of recorded lectures on learning outcomes is unclear. It is also unclear if medical students are cautious in their use of recorded lectures for learning or if they, in fact, use it extensively as a learning tool. offer evidence that lecture participation has been adversely affected by the availability of recorded lectures however, a number of other studies have provided contrary evidence. While there is justification for the widespread use of e-learning technologies such as lecture capture the extent to which it is embraced by students or leads to positive learning outcomes has yet to be presented. Nonetheless, there is widespread concern among teaching faculty that providing recorded lectures has a negative influence on medical students’ live lecture attendance. Furthermore, it enables faculty to provide their lecture audio, video, and Power Points. It offers students the flexibility to review lectures anytime, anywhere, with the option of pausing the recording or adjusting the pace at which it is viewed. Lecture capture technology is one of the most popular e-learning technologies currently available to medical students. medical licensing exam, and eventually a successful residency match. In particular, pre-clinical students are under pressure to quickly master a large volume of course material and to develop the comprehensive knowledge and skills required to achieve a top score on the Step 1 U. Nonetheless, the misuse of the technology could prove academically disadvantageous if it detracts from active learning, leads to an inefficient use of study time, or fosters study strategies that prevent the critical application of lecture content. E-learning tools can facilitate an adaptive, self-directed approach to learning. New e-learning technologies have become ubiquitous in educational settings as institutions strive to maintain technological currency and to offer students and faculty more effective educational tools. This study was a useful investigation into how the availability of lecture capture technology influenced medical students’ study behaviors and how students were making valuable use of the technology as an active learning tool. Resultsįindings revealed that recorded lectures had little influence on students’ choices to participate, and that the perceived benefits of integrating recorded lectures into study practices were related to their facilitation of and impact on efficient, active, and self-directed learning. The survey was designed to explore students’ perceptions of how recorded lectures affected their choices regarding class participation and impacted their learning and to gain an understanding of how recorded lectures facilitated a strategic, active learning process. Students were asked to voluntarily participate in an electronic survey comprised of 27 closed ended, multiple choice questions, and one open ended item. Survey research was undertaken using a convenience sample. The primary aim of this study was to gain a better understanding of how students were using recorded lectures in their learning and how their study habits have been influenced by the technology. The added pressure to excel on the USMLE Step 1 licensing exam and competition for residency placements, require that students adopt an informed approach to the use of learning technologies so as to enhance rather than to detract from the learning process. medical education, students encounter a large volume of content, which must be mastered at an accelerated pace. New learning technologies have the capacity to dramatically impact how students go about learning and to facilitate an active, self-directed learning approach.
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