Patricia E Freed1, Julie E Bertram2, Dorcas E McLaughlin2. 1. School of Nursing, 3525 Caroline Mall, St. Louis, MO 63104-1099, United States. Electronic address: pfreed@slu.edu. 2. School of Nursing, 3525 Caroline Mall, St. Louis, MO 63104-1099, United States.
Abstract
BACKGROUND: As lecture capture technology becomes widely available in schools of nursing, faculty will need to master new technological skills and make decisions about recording their classroom lectures or other activities. OBJECTIVES: This study sought to understand faculty's experience of using a new lecture capture system. DESIGN AND SETTING: This qualitative study used Kruger's systematic approach to explore undergraduate nursing faculty's first-time experience using a lecture capture system purchased by the university. METHOD: Four focus groups were conducted with a total of fourteen undergraduate faculty using lecture capture for the first-time. The interviews were recorded and transcribed and then analyzed by the researchers. RESULTS: Four themes were identified from the faculty interviews. Two of the themes expressed faculty's concerns about the teaching role, and two themes expressed the faculty's concerns about student learning. CONCLUSION: Participants experienced stress when learning to use the new lecture capture technology and struggled to resolve it with their own beliefs and teaching values. The impact of lecture capture on student learning, impact on class attendance, and the promotion of a culture of lecturing were revealed as important issues to consider when lecture capture becomes available.
BACKGROUND: As lecture capture technology becomes widely available in schools of nursing, faculty will need to master new technological skills and make decisions about recording their classroom lectures or other activities. OBJECTIVES: This study sought to understand faculty's experience of using a new lecture capture system. DESIGN AND SETTING: This qualitative study used Kruger's systematic approach to explore undergraduate nursing faculty's first-time experience using a lecture capture system purchased by the university. METHOD: Four focus groups were conducted with a total of fourteen undergraduate faculty using lecture capture for the first-time. The interviews were recorded and transcribed and then analyzed by the researchers. RESULTS: Four themes were identified from the faculty interviews. Two of the themes expressed faculty's concerns about the teaching role, and two themes expressed the faculty's concerns about student learning. CONCLUSION:Participants experienced stress when learning to use the new lecture capture technology and struggled to resolve it with their own beliefs and teaching values. The impact of lecture capture on student learning, impact on class attendance, and the promotion of a culture of lecturing were revealed as important issues to consider when lecture capture becomes available.