ABSTRACT

While it is increasingly common for live lectures to be recorded and made available online, there has been little exploration of how lecture capture usage fits within the wider context of digital resources available to students. Here the authors report on in-depth semi-structured interviews with first-year students taking both flipped and non-flipped classes in mathematics and physics at the University of Edinburgh. Through thematic analysis two conceptual themes emerged: (a) Supporting learning in live lectures and (b) Self-customisation of learning. Students saw lecture capture as just one of a number of digital resources available to them, and their choice of resource depended on resource affordances, the way in which information was presented in lectures and their beliefs about learning. Digital resources seemed to support learning in lectures through reducing the multi-tasking involved in note-taking and by providing a safety net for missed notes. Implications for teaching practice are discussed.

摘要

虽然录制现场讲座并在线提供的情况越来越普遍，但很少有人探索讲座捕获的使用如何适应学生可用的数字资源的更广泛背景。在这里，作者报告了对爱丁堡大学数学和物理翻转和非翻转课程一年级学生的深入半结构化访谈。通过主题分析，出现了两个概念主题：(a) 在现场讲座中支持学习和 (b) 学习的自我定制。学生将讲座捕获视为他们可用的众多数字资源之一，他们对资源的选择取决于资源可供性、讲座中信息的呈现方式以及他们对学习的信念。数字资源似乎通过减少笔记中涉及的多任务处理和为遗漏笔记提供安全网来支持课堂学习。讨论了对教学实践的影响。