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The strategic use of lecture recordings to facilitate an active and self-directed learning approach
BACKGROUND: New learning technologies have the capacity to dramatically impact how students go about learning and to facilitate an active, self-directed learning approach. In U. S. medical education, students encounter a large volume of content, which must be mastered at an accelerated pace. The add...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2016
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4983083/ https://www.ncbi.nlm.nih.gov/pubmed/27520704 http://dx.doi.org/10.1186/s12909-016-0723-0 |
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author | Topale, Luminica |
author_facet | Topale, Luminica |
author_sort | Topale, Luminica |
collection | PubMed |
description | BACKGROUND: New learning technologies have the capacity to dramatically impact how students go about learning and to facilitate an active, self-directed learning approach. In U. S. medical education, students encounter a large volume of content, which must be mastered at an accelerated pace. The added pressure to excel on the USMLE Step 1 licensing exam and competition for residency placements, require that students adopt an informed approach to the use of learning technologies so as to enhance rather than to detract from the learning process. The primary aim of this study was to gain a better understanding of how students were using recorded lectures in their learning and how their study habits have been influenced by the technology. METHODS: Survey research was undertaken using a convenience sample. Students were asked to voluntarily participate in an electronic survey comprised of 27 closed ended, multiple choice questions, and one open ended item. The survey was designed to explore students’ perceptions of how recorded lectures affected their choices regarding class participation and impacted their learning and to gain an understanding of how recorded lectures facilitated a strategic, active learning process. RESULTS: Findings revealed that recorded lectures had little influence on students’ choices to participate, and that the perceived benefits of integrating recorded lectures into study practices were related to their facilitation of and impact on efficient, active, and self-directed learning. CONCLUSIONS: This study was a useful investigation into how the availability of lecture capture technology influenced medical students’ study behaviors and how students were making valuable use of the technology as an active learning tool. |
format | Online Article Text |
id | pubmed-4983083 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-49830832016-08-14 The strategic use of lecture recordings to facilitate an active and self-directed learning approach Topale, Luminica BMC Med Educ Research Article BACKGROUND: New learning technologies have the capacity to dramatically impact how students go about learning and to facilitate an active, self-directed learning approach. In U. S. medical education, students encounter a large volume of content, which must be mastered at an accelerated pace. The added pressure to excel on the USMLE Step 1 licensing exam and competition for residency placements, require that students adopt an informed approach to the use of learning technologies so as to enhance rather than to detract from the learning process. The primary aim of this study was to gain a better understanding of how students were using recorded lectures in their learning and how their study habits have been influenced by the technology. METHODS: Survey research was undertaken using a convenience sample. Students were asked to voluntarily participate in an electronic survey comprised of 27 closed ended, multiple choice questions, and one open ended item. The survey was designed to explore students’ perceptions of how recorded lectures affected their choices regarding class participation and impacted their learning and to gain an understanding of how recorded lectures facilitated a strategic, active learning process. RESULTS: Findings revealed that recorded lectures had little influence on students’ choices to participate, and that the perceived benefits of integrating recorded lectures into study practices were related to their facilitation of and impact on efficient, active, and self-directed learning. CONCLUSIONS: This study was a useful investigation into how the availability of lecture capture technology influenced medical students’ study behaviors and how students were making valuable use of the technology as an active learning tool. BioMed Central 2016-08-12 /pmc/articles/PMC4983083/ /pubmed/27520704 http://dx.doi.org/10.1186/s12909-016-0723-0 Text en © The Author(s). 2016 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. |
spellingShingle | Research Article Topale, Luminica The strategic use of lecture recordings to facilitate an active and self-directed learning approach |
title | The strategic use of lecture recordings to facilitate an active and self-directed learning approach |
title_full | The strategic use of lecture recordings to facilitate an active and self-directed learning approach |
title_fullStr | The strategic use of lecture recordings to facilitate an active and self-directed learning approach |
title_full_unstemmed | The strategic use of lecture recordings to facilitate an active and self-directed learning approach |
title_short | The strategic use of lecture recordings to facilitate an active and self-directed learning approach |
title_sort | strategic use of lecture recordings to facilitate an active and self-directed learning approach |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4983083/ https://www.ncbi.nlm.nih.gov/pubmed/27520704 http://dx.doi.org/10.1186/s12909-016-0723-0 |
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