Supporting in-class learning with asynchronous and autonomous viewing of near real-time lecture videos

Jia-Ling Koh, Te Chin Chu, Greg C Lee

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Citation (Scopus)

Abstract

One of the reasons to have in-class quizzes or exercises is to ensure that students understand the lecture and to reinforce the most important concepts. In the past, students must rely on their class notes when working on those exercises. In this study, we embarked on a practice to record and made available the in-class lectures to the students in near real-time. Students can then re-watch any part of a lecture to clarify or reinforce learned concepts asynchronously and autonomously.

Original languageEnglish
Title of host publicationProceedings - 2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014
PublisherIEEE Computer Society
Pages141-142
Number of pages2
ISBN (Print)9781479935918
DOIs
Publication statusPublished - 2014 Jan 1
Event2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014 - Kuching, Sarawak, Malaysia
Duration: 2014 Apr 112014 Apr 13

Publication series

NameProceedings - 2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014

Other

Other2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014
CountryMalaysia
CityKuching, Sarawak
Period14/4/1114/4/13

Keywords

  • In-class exercises
  • Lecture video
  • Student-centered learning
  • Teaching strategy

ASJC Scopus subject areas

  • Software

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  • Cite this

    Koh, J-L., Chu, T. C., & Lee, G. C. (2014). Supporting in-class learning with asynchronous and autonomous viewing of near real-time lecture videos. In Proceedings - 2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014 (pp. 141-142). [6821842] (Proceedings - 2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014). IEEE Computer Society. https://doi.org/10.1109/LaTiCE.2014.32