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Using Class Capture Technology to Improve Student Learning

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Lindsay English, District Director, Teaching, Learning and Academic Professional ... Dr. Christina Royal, Executive Director, Distance Learning ... – PowerPoint PPT presentation

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Title: Using Class Capture Technology to Improve Student Learning


1
Using Class Capture Technology to Improve Student
Learning
  • Cuyahoga Community College
  • Cleveland, OH

2
Presenters
  • Lindsay English, District Director, Teaching,
    Learning and Academic Professional Development
  • Dr. Christina Royal, Executive Director,
    Distance Learning
  • Dr. J. Michael Thomson, Dean of Academic
    Affairs, Western Campus
  • Faculty participating in current pilot

3
About Tri-C
  • Largest Community College in Ohio
  • Public Institution serving 55,000 students
  • Multi-Campus / Site Environment
  • Distance Learning, approx 17,000 students
  • Moving to degrees online
  • Recent move to hybrid / blended learning
  • Technology-rich environment
  • Technology rich lecture, computer labs, LMS
  • Culture of Innovation
  • Studio classrooms, capture, podcast

4
Overview of Pilot
  • Began as faculty-driven initiative
  • Stronger retention of class experiences
  • Serve larger classes that have absences every
    session
  • Combined with other technologies
  • Classroom capture solution
  • Tegrity
  • Budget 60,000
  • Initial and then College-wide pilot

5
Timeline
  • Spring 2007- Fall 2007 Review of Options
  • Spring 2008 Pre-pilot
  • Contract negotiation
  • Soliciting faculty participants for full pilot
  • Classroom hardware issues
  • Training sessions
  • Summer 2008 - Spring 2009
  • Formal Pilot
  • Faculty Learning Community
  • Evaluation of whats next

6
Faculty Learning Community
  • Purpose
  • Structure
  • First tasks Matrix of users/uses, syllabus
    statement, course schedule description, comfort
    with technology
  • Added value evaluation of student learning,
    assessment of faculty value

7
Preliminary Research FLC participants
  • 15 responses
  • 78.6 used class capturing in a traditional
    seat-based section
  • 7.1 in a hybrid/blended environment
  • 50 in a fully online course
  • (Note faculty could respond more than once)

8
FLC survey data cont.
  • 69.2 captured live lectures
  • 69.2 pre-recorded lectures
  • 15.4 captured live classroom interaction
  • Ave. time of recording 31-60 minutes
  • 85.7 viewed class capturing as a valuable
    resource

9
Faculty Responses
  • Sam LiPuma, Associate Professor, Philosophy,
    Faculty Learning Community Lead
  • Kolleen Barnes, Assistant Professor, Court
    Reporting

10
Preliminary Research Student participants
  • 148 student responses
  • 36.5 PT 63.5 FT
  • 65.5 under 24 34.5 25 or over
  • 75.5 used their own computer to view recordings
    (vs a shared computer or lab environment)

11
Student survey data cont.
  • of study sessions during which you reviewed a
    recording
  • 9.2 never
  • 40.8 1-5 times
  • 26.1 6-10 times
  • 13.4 11-20 times
  • 10.6 more than 20

12
Student survey data cont.
  • Positively impacted studying
  • 64.1 agree to strongly agree
  • Positively impacted satisfaction in course
  • 39.4 strongly agreed, addl 28 agreed
  • Increased their learning
  • - 35.8 significantly increased learning

13
Student survey data cont.
  • Impact on success in course
  • 56 agree to strongly agree
  • Tegrity was easy to use
  • - 91.8 agree to strongly agree

14
Student Success data
  • Matched courses with same instructor
  • A-C grades
  • w/capturing 84.4
  • w/o capturing 82.1
  • Matched courses only
  • A-C grades
  • w/capturing 77.9
  • w/o capturing 70.9

15
What did we do right?
  • College-wide approach
  • Vendor extended contracts
  • Collaborated with facultycreated faculty
    ownership in the process
  • Active participation, engagement, and support
    from administration
  • Developed an accurate budget!

16
Lessons Learned
  • Constitution and structure of FLC
  • Campus-based technical support
  • Not initially treated as stakeholders
  • Timing of involvement
  • Lack of clarity in understanding class capturing
    versus lecture capturing
  • Mixed perceptions about goal of the pilot
  • Lack of needs assessment

17
Whats Next?
  • Pilot will end Spring 2009
  • Decide on our need
  • Conduct a survey to capture student feedback
  • Bring faculty into the decision-making process
  • Conduct financial analysis
  • Reflect and learn

18
Questions?
19
For More Information
  • Dr. J. Michael Thomson j.michael.thomson_at_tri-c.edu
  • Lindsay English lindsay.english_at_tri-c.e
    du
  • Dr. Christina Royal christina.royal_at_tri-c.
    edu
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