Text

theses

Lecture is a highly utilized instructional approach in higher education, but is not always the most effective method for student learning. One approach utilized to help students learn in their face-to-face courses has been to record lectures so that students can review the content covered as part of their approach to studying and learning. This mixed-methods study with approximately 200 college students in a face-to-face introductory level communication course utilized multiple surveys, log-files, and student demographic and study strategies data to identify if, how, and why students use recorded lectures. Further, this study reviewed the impact of lecture recording use on student assessment scores and overall grades. Besides studying the broad use and benefits of lecture recording, this dissertation also reports on the impact of training students on the application of self-explanation to effectively study and learn from lecture recordings and student use of captions which were available with the lecture recordings. Findings of this study will be utilized to expand the current knowledge on the process and use of lecture recording, the application of training methods to lecture recording use, and the use of captions to improve student learning and studying, especially in relation to student note-taking. Findings will also inform the literature on self-explanation in respect to how students can be trained to use this technique to help improve their approaches to studying and learning and will also inform the literature on note-taking as captioning potentially addresses challenges that exist with the quality of student notes.

ETD_7104

Ed.D.

Includes bibliographical references

by Steven Garwood

doi:10.7282/T3BC41PW

ETD doctoral

The author owns the copyright to this work.