OBJECTIVES: To examine the correlation between students accessing recorded lecture files (audio and slides) online and course grades and class attendance. METHODS: Second professional year (of 6-year program) students in a therapeutics course had access to recorded online lectures for 72 hours following live lectures. The number and duration of lecture accessions were compared to final course grades and class attendance. Course grades were compared to those of a historical control group. At the end of the semester, students completed a brief survey instrument regarding their use and perceptions of online lectures. RESULTS: No correlation was found between final course grades and the number of lecture accessions (r = 0.0014) or total number of minutes lectures were viewed (r = 0.033), nor between class attendance and minutes viewed (r = 0.2158). Students with access to recorded lectures outperformed the historical control group on the final examination (p < 0.002). Seventy-two percent of students reported no influence of online files on class attendance. CONCLUSIONS: Posting lectures online did not affect student outcomes, but students did score higher on the final examination.
OBJECTIVES: To examine the correlation between students accessing recorded lecture files (audio and slides) online and course grades and class attendance. METHODS: Second professional year (of 6-year program) students in a therapeutics course had access to recorded online lectures for 72 hours following live lectures. The number and duration of lecture accessions were compared to final course grades and class attendance. Course grades were compared to those of a historical control group. At the end of the semester, students completed a brief survey instrument regarding their use and perceptions of online lectures. RESULTS: No correlation was found between final course grades and the number of lecture accessions (r = 0.0014) or total number of minutes lectures were viewed (r = 0.033), nor between class attendance and minutes viewed (r = 0.2158). Students with access to recorded lectures outperformed the historical control group on the final examination (p < 0.002). Seventy-two percent of students reported no influence of online files on class attendance. CONCLUSIONS: Posting lectures online did not affect student outcomes, but students did score higher on the final examination.
Authors: Robert A Blouin; William H Riffee; Evan T Robinson; Diane E Beck; Charles Green; Pamela U Joyner; Adam M Persky; Gary M Pollack Journal: Am J Pharm Educ Date: 2009-12-17 Impact factor: 2.047
Authors: Margarita V DiVall; Mary S Hayney; Wallace Marsh; Michael W Neville; Stephen O'Barr; Erin D Sheets; Larry D Calhoun Journal: Am J Pharm Educ Date: 2013-05-13 Impact factor: 2.047