Using Exam Analytics to Evaluate Student Use of Lecture Capture Recordings - 02.22.17

February 3, 2017 Jacob Catalano
Upcoming Webinar
Date/Time: Wednesday, February 22, 2:00pm - 3:00pm ET
Speakers: Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences

Lecture capture has become increasingly popular in higher and professional education programs. At OSU-CHS, we have observed that students have become increasingly more comfortable and reliant upon using these products as study aids and at times, as a replacement for attending lecture based courses. However, we question whether this is this a sound pedagogical approach for students to learn material and succeed on assessments. Does the availability of content and student use of lecture capture add value to their learning experience? Using our computer-based assessment software, we have categorized our exam items to their corresponding lecture capture recording in order to explore a relationship between student views of recordings and their performance on course assessments. Consequently, this presentation explores the relationship between student use of lecture capture resource(s) and student performance on assessments. Throughout the presentation, participants will learn about our process, our findings, and our plans for maximizing curricular use of lecture capture to improve student outcomes.

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Presented by: Dan currently assists faculty at Oklahoma State University Center for Health Sciences in course design and development, while also introducing new methods of utilizing educational technology in the curriculum to create a learner-centered environment. Additionally, he instructs faculty in implementing appropriate assessments and the use of sound pedagogical strategies in and across the curriculum. He holds a Master of Science in Technology Enhanced Learning and a Bachelor of Science in Adolescent/Young Adult Education from the University of Dayton. His background includes serving as Education Innovations and Learning Design Manager at Kent State University College of Podiatric Medicine where he assisted with the implementation of active learning principles in preparation for a curricular change. He also taught at the secondary level and assisted faculty in course design at the Ohio College of Podiatric Medicine.


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