Students' Social and Behavioural Factors Influencing the Use of Lecture Capture Technology and Learning in Engineering Education
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Context: In spite of wider acceptance of lecture capture, questions remain about how the level of difficulties of courses affects the use of lecture capture. Most researches were conducted on the students of health science, arts, general science, or business courses. Little evidence was found for engineering education. Very few studies have focused on the students’ social and behavioral factors (e.g. language, cognitive skills, attention level, past experiences) influencing the use of lecture capture and students’ achievements in engineering education. Purpose: This paper presents the influence of the students’ attitudes, social and behavioural factors on using lecture capture technology and their learning in engineering courses. Approach: Both qualitative and quantitative approaches were employed to analyze the perception of the students of various engineering courses in an Australian university. Results: Results show that social and behavioural factors like mind concentration level, language, and past experience have an influence on using the lecture capture technology. A significant number of students having difficulties in attention to lecture class rely on lecture capture for further understanding. Variation of using lecture capture has also been observed among native and non-native English speaking students, and among the students with different level of past experience of using lecture capture. Despite availability of lecture capture, most students preferred attending lecture classes because of high mathematical contents and the experiments shown in the classroom. The study also gives notional indication that the lecture capture might have helped engineering students for improving their academic performance over the past few years. Conclusions: Overall, the students’ perception of lecture capture is highly positive in terms of improving learning and academic performance regardless of their social and behavioural characteristics. Further research should focus on how the teaching pedagogy for engineering education can be improved through enhancing lecture capture technologies to provide better service to the student with various social and behavioural differences.
Proceedings of the 28th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017)
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Science, Technology and Engineering Curriculum and Pedagogy