![]() British Journal of Educational Technology, 38(2), 312–324. From strategic planning to meaningful learning: Diverse perspectives on the development of web-based teaching and learning in higher education. Online courses look for a business model. Does lack of contact with the lecturer handicap televised instruction? Journal of Educational Sociology, 31(9), 353–359. In-class versus online video lectures: Similar learning outcomes, but a preference for in-class. Innovative Higher Education, 33, 257–269. Undergraduate student socialization and learning in an online professional curriculum. Berkeley, CA: CSHE: Center for Studies in Higher Education. Costs, culture, and complexity: An analysis of technology enhancements in a large lecture course at UC Berkeley CSHE: Center for Studies in Higher Education, University of California. Harley, D., Henke, J., Lawrence, S., McMartin, F., Maher, M., Gawlik, M., & Muller, P. How many interviews are enough? An experiment with data saturation and variability. The campus computing project: The 2011 National Survey of Information Technology in U.S. Innovative Higher Education, 33, 125–138. Fitting the mold of graduate school: A qualitative study of socialization in doctoral education. Echo360 pushes ‘Lecture Capture’ tech into classrooms from Qatar to the U.S. The Journal of Higher Education, 36(4), 209–213.įrenkel, K. The educational advantages of instructional television as compared with conventional teaching methods. Stanford, CA: Stanford University Press.įrantz, J. Journal of Educational Sociology, 31(9), 329–336.įestinger, L. A foundation looks at college teaching by television. Customers of Echo360-Transformed online learning-schools using lecture capture. Bringing the classroom to the web: Effects of using new technologies to capture and deliver lectures. Educational Technology Research and Development (formerly, AV Communication Review), 13(4), 423–428.ĭewey, J. ![]() Thousand Oaks, CA: Sage Publications.Ĭrawford, R. Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Studies in Higher Education, 26(1), 95–114.Ĭorbin, J., & Strauss, A. The role of information and communication technologies in a university learning environment. Research in Higher Education, 48(7), 889–908.īreen, R., Lindsay, R., Jenkins, A., & Smith, P. New verse or the same old chorus? Looking holistically at distance education research. Naturalistic inquiry and the saturation concept: a research note. Oxfordshire: Princeton University Press.īowen, G. What’s the use of lectures? San Francisco: Jossey-Bass.īok, D. The American Journal of Distance Education, 15(3), 5–19.īligh, D. Review of research in distance education, 1990 to 1999. ![]() Khine (Ed.), Knowing, knowledge and beliefs: Epistemological studies across diverse cultures (pp. Sterling, VA: Stylus Publishing.īaxter Magolda, M. Making their own way: Narratives for transforming higher education to promote self-development. Academy of Management Learning & Education, 2(2), 139–153.īaxter Magolda, M. Using information technology in learning: Case studies in business and management education programs. The study’s findings have implications for future research and practice in student development and instructional technology.Īlavi, M., & Gallupe, R. The findings suggest that students’ experiences constitute a process of acculturation into the institutional context of recorded lecture courses through four stages, which are respectively labeled ignorance, disillusionment, crisis, and coping. Data were collected through semi-structured interviews with 14 students enrolled in a campus-based undergraduate degree program in business at a flagship public university in the US, and were consequently analyzed using grounded theory. ![]() This article reports a qualitative study of undergraduate students’ experiences with sustained participation in recorded lectures as a required part of their curriculum, thereby addressing calls for research on the impact of technology on students’ college experience. Sustained use of recorded lectures has the potential to significantly alter students’ college experience, however research on students’ experiences with recorded lectures is scarce. The use of recorded lectures-an instructional format that involves recording live lectures and disseminating these recordings to students by means of various technologies-as substitutes for classroom instruction is a growing phenomenon in higher education. ![]()
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