Video lecture capture is one of the most attractive e-tools that has been introduced to support students learning and assist with grasping difficult concepts. A variety of benefits is offered through this system introduced at our institution nearly a decade ago. We evaluated lecture capture viewings for professional undergraduate pharmacy courses in the Fall and Spring semesters over three academic years and analyzed data for one cohort of students. Each course within the pharmacy program was analyzed and viewing figures downloaded through the Echo360 management system. The average number of views per lecture, per semester was summarized. We observed that junior students viewed lecture capture most frequently with the number of views highest at the beginning of the academic year (Fall semester). Analysis of 18 courses which occurred 48 times over the three academic years studied, showed that 21 course occurrences had an average number of views per lecture equal to or higher than the number of students enrolled in the course, indicating that only 44% of courses had on average, at least, one student viewing each lecture recording. Of particular note, year 1 students had the highest percentage of courses viewed by a number equal to or higher than students enrolled (9 occurrences out of 16 or 56%), followed by year 2 students (9 occurrences out of 21 or 43%), and finally year 3 students (3 occurrences out of 11 or 27%). This pattern of lecture recording viewing was further underscored by longitudinally following-up the class of 2020 (24 students) over three academic years. To ensure optimal use of the system by both students and faculty for a multitude of learning and teaching styles and methods, we propose to implement professional development sessions for faculty to showcase the advantages of the lecture capture system and maximize the benefits from its availability. Further quantitative and qualitative studies are warranted to fully grasp the motivations for use, attitudes and perceptions towards the system.

中文翻译：

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调查在药学教育中使用讲座捕获系统：卡塔尔大学本科药学课程的经验教训

视频讲座捕获是最吸引人的电子工具之一，已被引入以支持学生学习并帮助掌握困难的概念。近十年前我们机构引入的这个系统提供了各种好处。我们评估了三个学年秋季和春季学期专业本科药学课程的讲座捕获情况，并分析了一组学生的数据。药学计划中的每门课程都经过分析并查看通过 Echo360 管理系统下载的数据。总结了每学期每堂课的平均观看次数。我们观察到大三学生在学年开始时（秋季学期）观看讲座捕获的频率最高，观看次数最多。对所研究的三个学年中出现 48 次的 18 门课程的分析表明，21 门课程出现的平均每堂课观看次数等于或高于该课程的注册学生人数，表明只有 44% 的课程有平均而言，至少有一名学生查看每堂课的录音。特别值得注意的是，一年级学生观看课程的比例最高，等于或高于注册学生的人数（16 人中的 9 次或 56%），其次是二年级学生（21 人中的 9 次或 43%） ，最后是 3 年级学生（11 人中有 3 人出现，即 27%）。通过在三个学年中对 2020 年的班级（24 名学生）进行纵向跟踪，进一步强调了这种观看讲座录音的模式。为了确保学生和教职员工在多种学习和教学风格和方法中最佳使用该系统，我们建议为教职员工举办专业发展课程，以展示讲座捕获系统的优势，并最大限度地利用其可用性带来的好处。有必要进行进一步的定量和定性研究，以充分掌握对该系统的使用动机、态度和看法。