Can Lecture Capture Contribute to the Development of a Community of Inquiry in Online Learning?

Autor/inn/en	Wood, Anna K.; Symons, Kate; Falisse, Jean-Benoit; Gray, Hazel; Mkony, Albert
Titel	Can Lecture Capture Contribute to the Development of a Community of Inquiry in Online Learning?
Quelle	In: Distance Education, 42 (2021) 1, S.126-144 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wood, Anna K.) ORCID (Symons, Kate) ORCID (Falisse, Jean-Benoit) ORCID (Gray, Hazel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2020.1869521
Schlagwörter	Lecture Method; Communities of Practice; Inquiry; Electronic Learning; Online Courses; Distance Education; Graduate Students; Foreign Students; Political Science; Value Judgment; Positive Attitudes; Video Technology; Naturalistic Observation; Listening; Discussion (Teaching Technique); Speech Communication; Instructional Effectiveness; Foreign Countries; United Kingdom (Edinburgh) + Suchen Sie Ihr Suchwort? Community; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Werturteil; Naturbeobachtung; Hörvorgang; Zuhören; Unterrichtserfolg; Ausland
Abstract	This paper presents findings from a study into the value of lecture captures for online postgraduate courses. There has been little scrutiny of the role of on-campus lecture capture in online courses. We addressed this gap by exploring online distance learning students' perceptions of lecture captures through the lens of the community of inquiry framework. We found that students were enthusiastic about campus lecture captures due to their naturalistic lecturing style and the opportunity to learn vicariously. However, students also expressed preferences for video material that was produced specifically for online audiences. Overall, we found that lecture captures do not contribute to the creation of a community of inquiry as there is no substantial increase in cognitive, social, or teaching presence for online students. We suggest greater consideration of the role of vicarious learning in online education and the tendency to perceive campus-based education as more authentic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01