More educators these days are using technology in the classroom. In fact, many teachers now record their lectures, upload them on a website, and ask students to watch them before their lesson. During class, students report on the lectures and discuss them together. Would you prefer to have a traditional style class or one where the lectures are pre-recorded?
It is argued that more teachers integrate technology into the classroom, making the educational process more interactive. No doubt digital technologies can enhance learning through accessing information and improving communication, as well as providing self-directed and collaborative learning opportunities. Nonetheless, lecturers may have difficulty adjusting to a novel method which can affect both the teaching style and its efficacy.
Indeed, viewing recorded material provides more opportunities for interaction during class time. Since students can preview course material or information-based tutorials in their own time, topics are illuminated during contact time by means of debates, interaction, and more in-depth exploration of themes and better quality debates. In surveys on student perceptions conducted in a number of American universities and colleges, the majority of respondents felt that such an approach added value to their courses. These results prove that recorded lectures offer a study aid that is second to none.
Furthermore, it is ideal for distance learning students, part-time students, and international students. By providing the flexibility to watch the recorded lecture from any location, whenever they like, students have much more control over their learning. A good example could a foreigner who is taking a course taught in English, which he or she is not fluent enough to catch everything the first time around. This fact only confirms the added value of the lecture capture method.
However, there are concerns about whether not tech-savvy instructors will cope and whether the prerecorded lectures will be quality. In fact, the transition from old school lecturing to online can be tough for lecturers, who would have to spend hours on editing in order to smooth out bloopers rather than on the research or on the interaction with students. Without addressing these concerns, we risk creating a generation of students ill-prepared for a digital future.
All in all, lecture capture enhances the student experience and provides a forum for animated get-togethers that allow participants to delve deep into academic issues, as well as to assimilate knowledge better. Nevertheless, poor integration of technologies in the classroom, including recording lectures, may undermine the very purpose of education. As a business genius, industrial designer, and co-founder of Apple Steve Jobs said, “Technology is nothing. What is important is that you have a faith in people, that they’re basically good and smart, and if you give them tools, they’ll do wonderful things with them.” So, I would stay with the old school, time-proven method, supplemented by the lecture capture option.
- The graphs give information about computer ownership as a percentage of the population between 2002 and 2010 and by level of education for the same years 84
- The graph below shows the number of complaints made about noise to Environmental Health authorities in the city of Newtown between 1980 and 1996 78
- The chart below shows the results of a survey about people s coffee and tea buying and drinking habits in five Australian cities 73
- A recent study reveals that people especially young people are reading far less literature novels plays and poems than they used to This is troubling because the trend has unfortunate effects for the reading public for culture In general and for the futur 76
- The maps show the Grange park as it is today and as it was a century earlier 89
Transition Words or Phrases used:
first, furthermore, however, if, may, nevertheless, nonetheless, second, so, well, as to, in fact, no doubt, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 15.1003584229 79% => OK
Auxiliary verbs: 11.0 9.8082437276 112% => OK
Conjunction : 15.0 13.8261648746 108% => OK
Relative clauses : 11.0 11.0286738351 100% => OK
Pronoun: 27.0 43.0788530466 63% => OK
Preposition: 52.0 52.1666666667 100% => OK
Nominalization: 14.0 8.0752688172 173% => OK
Performance on vocabulary words:
No of characters: 2321.0 1977.66487455 117% => OK
No of words: 411.0 407.700716846 101% => OK
Chars per words: 5.64720194647 4.8611393121 116% => OK
Fourth root words length: 4.50256981431 4.48103885553 100% => OK
Word Length SD: 3.12144494122 2.67179642975 117% => OK
Unique words: 262.0 212.727598566 123% => OK
Unique words percentage: 0.637469586375 0.524837075471 121% => OK
syllable_count: 714.6 618.680645161 116% => OK
avg_syllables_per_word: 1.7 1.51630824373 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 9.59856630824 83% => OK
Article: 3.0 3.08781362007 97% => OK
Subordination: 5.0 3.51792114695 142% => OK
Conjunction: 4.0 1.86738351254 214% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.94265232975 101% => OK
Performance on sentences:
How many sentences: 18.0 20.6003584229 87% => OK
Sentence length: 22.0 20.1344086022 109% => OK
Sentence length SD: 54.562457133 48.9658058833 111% => OK
Chars per sentence: 128.944444444 100.406767564 128% => OK
Words per sentence: 22.8333333333 20.6045352989 111% => OK
Discourse Markers: 6.61111111111 5.45110844103 121% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 0.0 5.5376344086 0% => OK
Sentences with positive sentiment : 11.0 11.8709677419 93% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 3.0 4.88709677419 61% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.258304650925 0.236089414692 109% => OK
Sentence topic coherence: 0.0698524332333 0.076458572812 91% => OK
Sentence topic coherence SD: 0.0481800646356 0.0737576698707 65% => OK
Paragraph topic coherence: 0.126340384561 0.150856017488 84% => OK
Paragraph topic coherence SD: 0.0325468767928 0.0645574589148 50% => OK
Essay readability:
automated_readability_index: 16.6 11.7677419355 141% => OK
flesch_reading_ease: 40.69 58.1214874552 70% => OK
smog_index: 11.2 6.10430107527 183% => OK
flesch_kincaid_grade: 13.1 10.1575268817 129% => OK
coleman_liau_index: 15.79 10.9000537634 145% => OK
dale_chall_readability_score: 9.91 8.01818996416 124% => OK
difficult_words: 135.0 86.8835125448 155% => OK
linsear_write_formula: 13.5 10.002688172 135% => OK
gunning_fog: 10.8 10.0537634409 107% => OK
text_standard: 11.0 10.247311828 107% => OK
What are above readability scores?
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Rates: 90.0 out of 100
Scores by essay e-grader: 27.0 Out of 30
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.