Lecture capture software systems allow
teachers to digitally record lectures and make them available for
students to watch via the Internet. This feature makes of lecture
capture a perfect tool for flipped teaching and learning. However,
in the online classroom, which is predominantly asynchronous, the
only effective practice I could think this resource could facilitate was
to deliver and review course content.
While doing some research to learn more
about how the integration of lecture capture would function and
modify teaching methods in the online classroom, I came across the
article Flipping the Online Classroom – One Professor’s Unique
Approach, by Kelly Walsh. In this article, Walsh tells the story
of Dr. Marshall, a college professor that decided to flip her online
classroom. It is quite a fascinating story about how she created a
robust set of regular synchronous working sessions, which turned the
class into a truly dynamic digital classroom. Here is an excerpt from
the article:
Students were assigned lectures she
had recorded as their out-of-class work, which is common in flipped
on-campus classes. Marshall’s recorded lectures were often rather
lengthy, in contrast with common recommendations, but it is important
to remember that this is also a graduate course. In some cases, they
were split into two parts and/or students chose to view them in two
parts, as there was usually only one lecture per week.
During the synchronous meeting
sessions, students would log in and complete a “sign in”
activity, based on the material from the lecture, while also serving
as a record of attendance. Within the Adobe Connect platform,
students would break into groups, each working on activities in their
own digital breakout rooms. Marshall can ‘roam’ for room to room
and observe or participate. Each group also has its own online
collaborative whiteboard, and its own chat functionality. Everyone
returns to a main meeting room to work together afterwards.
This practice seems
to indicate the direction that online teaching and learning might
take in the future. According to Walsh, increased use of synchronous
elements is going to become more common as online learning continues
to evolve. Using a tool like lecture capture will not only help flip
the online classroom but also, as Walsh suggests, it will help
emulate elements of the on-campus classroom which can strengthen the
engaging social aspect that is often challenging to replicate in
distance learning formats reliant solely on course management
systems.
References
Walsh, K. (2014)
Flipping the Online Classroom – One Professor’s Unique Approach.
Retrieved February 27, 2015, from
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