The Science Journal of the American Association for Respiratory Care

2010 OPEN FORUM Abstracts

SURVEY OF STUDENTS UTILIZATION OF VIDEO TAPED CLASSROOM LECTURES

Ijaz Ahmed, Rachael Lee, Jon Nilsestuen; Department of Respiratory Care, The University of Texas Medical Branch, Galveston, TX

Background: The Respiratory Therapy Program at the University of Texas Medical Branch, Galveston, TX has been providing their students with video recordings of their lectures accessed through Black Board for the past two years. The purpose of the survey was to assess student’s utilization and motivation for using the taped classroom lectures. We also sought input from students regarding perceived improvements in their learning outcomes. Method: We conducted the survey following the spring 2010 semester. Lectures were recorded in the classroom setting using a video camera with a lapel blue tooth audio transceiver and posted to blackboard within 48 hours. We surveyed five lecture based classes taken by the fifteen first year students enrolled in the Respiratory Care program. Students also had access to videos for the previous year. Students were asked to complete the questionnaire anonymously and the surveys had no other student identifiers. The questionnaire was divided into four parts: (1) usage, (2) intent/purpose of using the video, (3) outcome, and (4) technology. Results: A total of seventy-five surveys were collected. The seventy-five surveys were further categorized into two groups: lecture video viewers versus lecture video non-viewers. (1) Usage: Out of 75 student surveys 50 of them or 67% viewed videos on black board. (2) Intent/purpose of using the video: 78% (n=39) watched lecture video(s) to improve their understanding of the subject; 46% (n=23) to complete to complete their notes; 54% (n=27) to review prior to an exam; and 20% (n= 10) watched the videos because they were absent from class. (3) Perceived Outcome: Students believe that their test scores were higher as a result of watching the video 72% (n= 36) and 82% (n= 41) think that the video is an effective instructional tool. 82% (n=41) of the students would recommend viewing lecture videos to future students. (4) Technology: 86% of the students did not encounter any problem in accessing the lectures from black board. 86% (n=43) agreed that the quality of the video was adequate, versus 10% (n=5) disagreed and 8 % (n=4) were neutral. Conclusion: Videotaped classroom lectures are a valuable educational tool in supporting student learning beyond the classroom. Our study indicates that students believe the videos are an effective teaching tool and that use of the videos improved their test scores. Sponsored Research - None