This presentation focuses on the descriptive data from a descriptive correlational study that explored undergraduate student perceptions, attendance, and learning outcomes when live classroom lectures in an Adult Medical-Surgical nursing course were recorded for later viewing using Tegrity lecture capture technology (Nelson, Clutter, & Ho, 2018). The descriptive data represents the voice of the student-seeing the world from their perspective.
Methods:
The descriptive research component consisted of five open-ended questions and 23 likert scale questions focused on the technology and perceived impact on usage, learning, attendance, and future recommendations. The survey was completed on PsychData with completion of the questionnaire constituting informed consent.
The research question was:
What are the perceptions of Baccalaureate nursing students who viewed lectures via Tegrity in a Junior II Medical-Surgical Nursing Course?
The survey was developed by the researchers and pilot tested with 4 undergraduate nursing students who were in the third semester. These students had taken the medical-surgical course in the prior semester and had experienced use of lecture capture in that course. Additionally, an expert in survey research techniques reviewed the questions prior to use.
A convenience sample of 139 second semester baccalaureate nursing students enrolled in Spring 2017, Fall 2017, and Spring 2018 were recruited to complete the survey.
Content analysis of open-ended questions was completed independently by each team member. Major categories and themes were quickly identified. The team met to compare analysis, make changes, and come to consensus. Descriptive statistics were used to analyze the Likert scale questions.
Results:
The availability of online Tegrity recordings as an additional study tool resulted in a 're-norming' of study habits. While participants reported using Tegrity to ‘prepare for exams’, a major focus was on ‘clarifying’ misunderstandings, missed content, and on ‘reinforcing’ content through repetition. Other key concepts included ‘portability’ and the ability to study at their ‘own pace‘. General perceptions of Tegrity were positive and the guaranteed availability served as ‘stress reliever’. The recorded lectures functioned a ‘safety-net’ for missed classes and for times when students ‘lost focus’ or ‘zoned out’ during class. Generally the ‘technology’ was easy to use and reliable. In terms of ‘future use’, 97.1% agreed or strongly agreed that use should continue in the current course and be expanded to other courses.
Conclusion:
In the quantitative portion of the study there was no significant correlation between final course grade and Tegrity usage (r = -.081. p = 0.325) (Nelson, Clutter, & Ho, 2018). This contrasted with student perceptions, with 78 % reporting a moderate to extremely high impact on improving the final course grade. Fears about a negative attendance impact also were not substantiated in correlations (r = -.086, p = .293) or in student reports in this sample. Students in this study viewed lecture capture as a tool to augment their learning, not replace classroom attendance. Lecture capture technology is commonplace in universities across the world (Karnad, 2013) and when used in concert with other active learning strategies can be an effective tool to support student learning.