![]() ![]() When you record videos on Zoom or put them on Aggie Video, you can see the traffic history of each video. That’s all it is, a study tool, and one that can quite easily be given to increase student success Lecture recordings are a massively useful study tool. It’s the same with professors who put up that bullshit study that claims writing notes by hand increases performance (as a way to justify banning electronics), but that same bullshit study has failed replication and it’s a big fuck you to disabled students.Įven most medical schools these days are providing recordings and straying from mandatory lectures (and considering the sheer amount of info med schools have compared to undergrad classes, med students are doing absolutely fine watching lecture recordings). Of course departments are going to talk about a “correlation between performance and live attendance,” but I have serious doubts about the margin of difference between classes who provide lecture recordings and classes that don’t. One, it’s reliant on the false fact that in a classroom of 300 (most STEM classes), students are able to ask their questions in real time lol. I always hear this argument and it’s honestly doubtful. ![]() ![]() So in other words, instructors have indeed thought this through, and it’s up to the instructors whether or not to release the recordings or not. There is a debate to release only the audio of the recording of the video, and that would be somewhat useful in case someone would like to go back to the recording and hear what they missed from going to the live lecture, and this theoretically still gives students the incentive to attend live lectures. One of my professors agreed to release the recording only if majority of the students attend lectures live, because then they would hold the students accountable, to an extent, that many would begin not showing up to lectures. It’s also a concern for instructors that students would take the recordings of the video and post it on the internet without instructors’ consents, as they are copyrighted under their names. Also, there’s no guarantee that students would indeed watch the lectures again because students are not held accountable for not watching them. Students learn a lot more attending live lectures than watching the recordings because they can ask following questions in real time. And since students registered for the class and has the class on their schedule, students shouldn’t do anything at that time, unless in an emergency, other than attending the lecture. Having recordings removed, for majority of the department’s students, the incentive to attend live lectures, and that students lose the interaction between the instructor and students, thus decreasing the performance. However, they notice a correlation between accessibility to recordings and performance. I spoke to my department’s associate professor of teaching about this and they understand students’ perspective on that recordings are useful. I know some students can't make it to the workshops due to scheduling conflicts and that's fine, that's the main reason I started recording in the first place-but is it really the case that 150 out of 155 students are too busy to attend a videochat? I can't just lecture at a camera with no feedback. Where were those 150 students during the workshop itself? My teaching works so much better with large-group interaction, even if it's just in the text chat. ![]() two days later I notice that the video has 150 views.I record the workshop and post it on YouTube.about five students show up, maybe the ones who were requesting topics or maybe not.I announce the workshop on Discord and post a link.I ask students on Discord what topics they'd like to discuss in the next workshop, and sometimes get some responses.Overall I'm very glad I have done this it has been a great resource for students and I'm confident that from now on whenever a student has a question on a particular topic I can start by referring them to a video on exactly that topic.īut there is a disturbing trend I have noticed: Throughout the pandemic, I've been recording many of my workshops-pretty much every workshop with more than, say, three students if there are only one or two I generally treat it more like office hours-and posting the recordings on YouTube. My personal experience with this as someone who has been teaching math & physics support workshops by videochat for the last two years (and in person for about eight years prior to that): ![]()
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