Harnessing Echo360 Lecture Capture - Peggy Davis, RN, MSN, Ph.D. Candidate. Terry Silver, Ed.D., Harriette L. Spiegel, Ph.D.

Transcription

1 Running Head: HARNESSING ECHO 360 LECTURE CAPTURE Harnessing Echo360 Lecture Capture - Enhancing the Benefits of Blended Learning in an Inverted Classroom Model: Self- Efficacy and Achievement - the "Proof in the Teaching/Learning Pudding." Peggy Davis, RN, MSN, Ph.D. Candidate Terry Silver, Ed.D., Harriette L. Spiegel, Ph.D. The University of Tennessee at Martin

2 Harnessing Echo 360 Lecture Capture 2 Title: Harnessing Echo360 Lecture Capture to Enhance the Benefits of Blended Learning in an Inverted Classroom Model: Self- Efficacy and Achievement - the "Proof in the Teaching/Learning Pudding." Section I: Executive Summary Section 2: Detailed Overview: Description Objectives Dissemination Section 3: Required Appendices Project Team Project Plan Project Budget p. 3 p. 4 p. 8 p. 8 p. 9 p. 10 p. 11 References p. 13

3 Harnessing Echo 360 Lecture Capture 3 Section 1: Executive Summary: Title: Harnessing Echo360 Lecture Capture to Enhance the Benefits of Blended Learning in an Inverted Classroom Model: Self- Efficacy and Achievement - the "Proof in the Teaching/Learning Pudding." Abstract: Educators face many challenges not only to pedagogy and teaching methods but also to questions such as student recruitment, retention and achievement. Educators recognize that today's students are demanding a learning environment that provides tools for engagement and adds variety to the learning experience. Blended learning is the combination of traditional face- to- face classroom teaching methods with any of a variety of computer- mediated methods, and has been explored as a guarantor of active learning (indicated by degree of comprehension) and student engagement (indicated by degree of self- efficacy). This study uses Echo360's Lecture Capture in an inverted classroom model to examine the effects of blended learning on student comprehension and self- efficacy, factors contributing to the larger issues of recruitment, retention and achievement. In the inverted classroom model, content (learning materials and assignments) is presented to students before the class, such as with an Echo360 Personal Capture or Classroom Capture recording, which is posted on the Web with access delivered to the student through the Blackboard learning management system (LMS). Classroom time is then devoted to exploring content and reinforcing concepts to promote active learning and student engagement. In an online class, this interaction is made possible with web- based tools to assure synchronicity. The convenience sample in this study consists of students in four courses: (1) an undergraduate face- to- face Foundations in Nursing I course in the Fall of 2012; (2) and undergraduate face- to- face Diagnosis and Evaluation course in the Fall of 2012; (3) a graduate online Growth and Development course in the Fall of 2012; and (4) an undergraduate online Diagnosis and Evaluation course in the Spring of There will be four class sessions of the inverted classroom lessons throughout the semester in each course. For each class session, students will be assigned pre- class viewing of an Echo360 recording of the class lecture. During the class session, instructor and students will engage in reinforcing activities including hands- on learning, interaction, and discussion, applying the concepts presented in the lecture. It is expected that the students' comprehension of course concepts will improve, as measured by performance on assessments. It is expected that students' self- efficacy toward achievement through blended learning will increase, as measured with the Self- efficacy for Learning Scale. At the start and end of each class session, a pre- and post- test of lesson content will be administered to measure the effect of blended learning on content comprehension and achievement. At the beginning and end of each course, the self- efficacy questionnaire will be administered to measure the effects of blended learning on self- efficacy. The results of this study will contribute to the field of educational technology, especially to the search for effective uses of lecture capture technology.

4 Harnessing Echo 360 Lecture Capture 4 Institution's Name: The University of Tennessee at Martin Section 2: Detailed Overview Description: At the University of Tennessee Martin (UT Martin), located in northwest Tennessee, enrollment of undergraduate and graduate students has steadily increased over the past decade, from over 5700 (Fall, 2002), to over 7900 (Fall, 2011) (UT Martin Fact Book, 2011). The University intends to maintain that momentum. Student retention is a driving force behind university initiatives, together with efforts to achieve higher graduation rates in this largely rural area of a rural state. With UT Martin's goals founded in the Tennessee state motto of "Agriculture and Commerce," the standard is to encourage professors to use the latest technology and teaching resources to promote student engagement and achievement. These efforts are spearheaded by the use of blended learning and Echo360. Our study is unique in that we are examining the blended learning environment with an inverted classroom model in two separate delivery modes, face- to- face and online: two courses in each mode. Blended learning combines "instructional content and a new way of accessing education" (Echo360.com, 2010). Generally, blended learning (or "hybrid learning") (Educause, 2012) refers to the use of both traditional methods of teaching and technology in the classroom. Thus, a class using traditional lecture methods could become "blended" by using recordings of the lectures ("lecture capture" technology such as Echo360 Lecture Capture). Blended learning is at the heart of educational technology, and the use of computer technology in the face- to- face as well as virtual (online) classroom has presented many variables: asynchronous v. synchronous, face- to- face v. virtual teaching and learning, learner- centered v. instructor- centered. Various studies have looked at blended learning and communication and: collaboration activities (Gerber, Grundt, & Grote, 2007); CSCL (Computer Supported Collaborative Learning) (So & Bonk, 2010); and by learning management system or by classroom management (Louw, 2011). Students have reported positive perceptions about their experience with blended learning, adding that study time is more efficient (Frankl & Bitter, 2012). Several factors can influence the level of student engagement in learning environments: the design, building, and delivery (online, face- to- face) of courses, and the demographic of the students (Coates, James, & Baldwin, 2005; Dutton, Durron, & Perry, 2002, as cited in Beer, Clark & Jones, 2010). The effect of distance learning on learner engagement has been examined by Rankine, Stevenson, Malfroy, & Ashford- Rowe, 2009; and Coates et. al, 2005, as cited in Beer et al. (2010). A pilot study of academic staff teaching online courses was conducted to extract the "key components of effective e- learning practice

5 Harnessing Echo 360 Lecture Capture 5 [for a Best Practices Framework]" (Krause & McEwen, 2009). Subjects were interviewed through and face- to- face and the findings pointed to student engagement as one of the key components. The course delivery mode (face- to- face, online - 'distance learning', or a combination of both modes) affects the learning environment, impacting student engagement. The learning environment, "... encompass[es] the systems and dynamics that facilitate and enable student engagement" (Beer et al., 2010). The traditional face- to- face class presents the course content to the student through physical interactions with classmates and instructor. The online class presents the course content to the student through computer- mediated (virtual) interactions classmates and instructor, both asynchronously and synchronously. This study will look at blended learning in both face- to- face and online classrooms. Learning management systems (Virtual Learning Environments) are "... software systems that synthesize the functionality of computer- mediated communications software and online methods of delivering course materials" (Jennings, 2005, as cited in Beer et al., 2010). "They influence pedagogy by presenting default formats designed to guide the instructor toward creating a course in a certain way" (Lane, 2009, as cited in (Beer et al., 2010). Researchers are examining how the use of the learning system influences pedagogy and therefore student engagement (through qualities such as self- regulation, confidence, motivation and metacognition) (Lane, 2009; Coates et al., 2005; Douglas & Alemanne, 2007, as cited in Beer et al., 2010). Teaching strategies hold the secret to realizing the potential of technologies such as lecture capture. "Mindful Learning Processes" is a term developed by Glick and Roni (2012) to include four elements of a "pedagogically- sound" online course - learning theory, learning environment, learning process, and assessment - that point to the importance of strategy in achieving learning benefits (Glick and Roni, 2012). One strategy of teaching that uses the blended learning/lecture capture approach is the "inverted classroom" model, also referred to as the "flipped classroom" (Noono, 2012), that stresses providing a lecture capture recording to students before class time, rather than the traditional lecture format. Educational leaders, such as Bill Gates of Microsoft Corp., are beginning to call for an alternative to the strictly- lecture class (Young, 2012). The sequence of presenting content before class allows the student to reflect on his/her learning, and proceed at one's own pace: "they can watch, rewind, and fast- forward as needed" (Educause Learning Initiative, 2012). Providing content in the form of a pre- recorded lecture injects the element of learner control into a class, and follows LaChapelle's (2012) analysis of the theory of "brain- based teaching" which considers the factor of providing choice to students in their learning (Caine & Caine, 1990) and delivering content in manageable chunks (Jensen, 2010). The "value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge and interact with one another in

6 Harnessing Echo 360 Lecture Capture 6 hands- on activities "(Educause Learning Initiative, 2012). The instructor can better detect errors in understanding and promote collaboration and student engagement among students during the class meeting, when enriching, interactive activities that explore the content of the recording build on the experiential positives of the lecture. Self- efficacy is "the perception of [one's] own capabilities relating to specific skills and knowledge" (Tsai, Chuang, Liang, & Tsai, 2011). Numerous articles have been written on the role of self- efficacy and self- regulation in success in online classes. Research indicates deeper processing by students who learn through the use of remote materials which are engaging and experiential in nature (LaChapell, 2012). Student engagement is related to various factors of learning (Beer et al., 2010), including abilities and critical thinking (Gellin, 2003), student satisfaction (Kuh, Cruce, Shoup, Kinzie & Gonyea 2007), and improved grades. Studies of factors of student engagement by Kuh et al. (2007, (college grade point averages and persistence), revealed that student engagement had "positive, statistically significant effects on grades." At UT Martin, blended learning, specifically with Echo360, provides solutions for addressing the concerns of both the administrative and academic areas. On the administrative side, Echo360 in a blended learning environment holds the potential to reach those non- traditional students at the extended campuses with a combination of face- to- face and distance learning strategies. On the academic side, Echo360's blended learning can promote student engagement and self- efficacy, two vital factors in promoting student comprehension of content while meeting university mandates of retention. Our proposal centers on answering the following research questions: 1. Can the use of blended learning in an inverted classroom model affect and thereby predict students' learning outcomes in college courses? 2. What is the relationship between students' perceived self- efficacy and their learning behaviors in a specific Internet- based learning context such as blended learning with ECHO360 in an inverted classroom model? The implications of an engaged student body (the ideal of any educational institution) include enhancing the institution's reputation, impacting recruitment, and encouraging retention, with students staying in school because they truly want to. At UT Martin, Echo360 provides a solution for these concerns. The Student Success Center is investigating the use of Echo360 in a blended learning environment to deliver some of their orientation courses as well as information about their services to students across a large and varied geographical area. Approximately ten percent of UT Martin faculty members regularly use the Echo360 system to record lectures to provide blended learning environments for their students, and use of Echo360 increases each year. The following disciplines are represented in the faculty using Echo360: Education, Nursing,

7 Harnessing Echo 360 Lecture Capture 7 Computer Science, Business, Agriculture & Natural Resources, Chemistry, and General Studies. Our faculty members recognize the value of lecture capture, as their comments attest: "ease of use; superlative for lecture courses with in- depth content; students can review in their own timeframes; add flexibility to class; online students get the full in- class experience; makes the classroom more dynamic overall." Our Study This study will examine the effects of blended learning on student comprehension and self- efficacy by using Echo360 Lecture Capture in an inverted classroom model. Two professors will employ the strategy in both undergraduate and graduate, and face- to- face and online courses. Once the appropriate Institutional Review Board processes have been followed, the study will take place in the Fall, 2012 and Spring, 2013 Semesters. Each class session will focus on using the inverted classroom model, providing four recordings of their lectures to students for review before the corresponding class sessions meet. The lectures will be posted on the Web with access delivered to the students through the Blackboard learning management system. This strategy follows the research in brain- based learning in which the process is used to "prepare, create" before the class (10%), "engage, frame, acquire, elaborate and connect" during the class (80%), and "settle, rehearse and incorporate" after the class (10%) (Jensen, 2005, p. 145). Both disciplines are concerned with training individuals who will provide important services to others: nurses and educators. In both of these fields, there are shortages in the workplace, so establishing a reputation for providing effective classes has implications for recruitment. Both disciplines are challenged to find ways to retain students, and students engaged in their learning are more apt to remain in school. Associated with each inverted classroom session will be strategies to motivate students who actually watch and listen to the lecture ahead of class time and bring their thoughts to class for discussion. Face- to- face (or synchronous) class time will be used for collaboration and activities to reinforce the course content in the lectures. At the start and end of each class session, a pre- and post- test of lesson content will be administered to measure the effect of blended learning on content comprehension and achievement. At the beginning and end of each course, the self- efficacy questionnaire will be administered to measure the effects of blended learning on self- efficacy. At the end of the course, each professor will employ the Echo360 Student Survey Program Feedback Loop. This instrument is a quantitative and qualitative survey in which the students provide their impressions of Echo360, including questions about "how, why and where they use the technology" (Echo360 Feedback Loop Student Survey Program, 2012). The results of this survey will be apart from other evaluation and assessment tools. Since our institution is an Echo360 customer, there will be no

8 Harnessing Echo 360 Lecture Capture 8 charge (for purposes of the grant budget). The results of the survey will be part of our final report. Objectives: The project's key goals are to address recruitment and retention concerns of the University by conducting a study in which we examine the effects of blended learning on student comprehension/achievement and self- efficacy. This study will explore the effects of blended learning using Echo 360 in an inverted classroom model. Our objectives, stated as hypotheses are: 1. After experiencing blended learning through Echo360 Lecture Capture in an inverted classroom environment, the students' comprehension of course concepts will improve, as measured by performance on assessments. 2. After experiencing blended learning through Echo360 Lecture Capture in an inverted classroom environment, the students' self- efficacy will improve, as measured by responses on evaluations. Assessments will be both quantitative and qualitative: pre- post tests of 5 to 10 questions each, self- efficacy scales, and Echo360 Student Survey Feedback Loop. Dissemination: The authors will present at conferences as described in the Budget, will present to peer instructors at workshops and meetings on campus through Lunch 'n Learn sessions, will present at international, national and regional events and conferences, and will share our data with area hospitals and schools for the benefit of nurses and teachers.

9 Harnessing Echo 360 Lecture Capture 9 Section 3: Required Appendices Project Team Our Institution UT Martin is a four- year public institution of higher education with an enrollment of over UT Martin is located in largely rural Weakley County in Northwest Tennessee. With its 17 undergraduate degrees and over 100 specialized programs of study, UT Martin serves students from 21 of Tennessee's 95 counties with six master's programs in agriculture and natural resource systems management, business administration, counseling, educational administration, teaching, and family and consumer science. Regionally accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS), UT Martin's campus has a mature information technology services unit including wireless technology in all university buildings. A diverse student population includes undergraduates, dual- enrollment (high school) students, transfer students, and non- traditional students from across the region and the state. UT Martin is the home of the UT Online, the University of Tennessee System's online degree program. The program's Office of Extended Campus and Online Studies provides distance learning to students around the world. Project Team: Peggy Davis, RN, MSN, Ph.D. Candidate Terry Silver, Ed.D., Harriette L. Spiegel, Ph.D. Peggy Davis, RN, MSN, Ph.D. Candidate, Project Coordinator: Assistant Professor of Nursing at the University of Tennessee at Martin. She teaches Foundations in Nursing I, Medication and Dosage Calculations, and Advanced Adult Health Care. Ms. Davis is a doctoral student at St. Louis University, and received her BSN from the University of Tennessee at Martin, and the MSN at Murray State University in Murray, KY. She has presented both poster and oral presentations at state, regional, national, and international conferences. Her areas of interest include nursing education and geriatrics. Terry A. Silver, Ed.D., Co- Project Coordinator: An Assistant Professor at the University of Tennessee at Martin. She teaches online graduate courses in the Educational Studies Department. She has taught K- 16 for over 20 years and continues to substitute in the K- 12 setting. Her areas of interest are in teacher education and curriculum. She supervises students who are in their last semester of their licensure program and teaching in K- 12. She is certified as an Expert Service Learning Trainer and presents seminars and sessions on all aspects of Service Learning.

10 Harnessing Echo 360 Lecture Capture 10 Harriette L. Spiegel, Ph. D., Program Research Associate: Instructional Designer and Technologist, and Adjunct Instructor at the University of Tennessee at Martin. She teaches computer literacy and Learning Technology for Nurses at UT Martin and serves on the staff of the Instructional Technology Center, working with faculty to use technology in their teaching. Her area of research is faculty/staff training in technology, online education and Web Accessibility. She has taught Computer Literacy and Technology for Teachers for over 13 years. Fluent in Spanish, she has also taught Elementary Spanish in Higher Education. Project Plan: Planning and data gathering will occur during the fall semester of 2012 and the spring semester of Timeline: September 3, 2012: Project commencement date September - December, planning, recording and assigning lecture captures and inverted classroom activities; and data gathering, including signing up for Echo360 Student Survey Feedback Loop February 4, 2013: Mid- project progress report due January - April, planning, recording and assigning lecture captures and inverted classroom activities; and data gathering, including signing up for Echo360 Student Survey Feedback Loop April, 2013, Peggy Davis presentation at conference May, 2013, Harriette L. Spiegel presentation at conference July, 2013, Terry Silver presentation at conference October 31, 2013: Project completion date November 30, 2013: Final project report due January 31, 2014: Paper and/or article submission, webinar participation and presentation at an Echo360 User Conference, to have taken place.

11 Harnessing Echo 360 Lecture Capture 11 References Beer, C., Clark, K., & Jones. D. (2010). Indicators of engagement. Retrieved from full.pdf Caine, R. N. & Caine, G. (1990). Understanding a brain- based approach to learning and teaching. Educational Leadership,48(2), Retrieved at Coates, H., James, R., & Baldwin, G. (2005). A critical examination of the effects of learning management systems on university teaching and learning. Tertiary Education and Management, 11(1), [Abstract retrieved at Douglas, I., & Alemanne, N. D. (2007). Measuring Student Participation and Effort. Paper presented at the International Conference on Cognition and Exploratory Learning in Digital Age, Algarve, Portugal. Retrieved from Dutton, J., Durron, M., & Perry, J. (2002). How Do Online Students Differ From Lecture Students? Journal for Asynchronous Learning Networks, 6(1), 20. Echo360.com (2010). Beyond lecture capture: Blended learning with Echo 360. Retrieved from learning Echo360 Feedback Loop Student Survey Program (2012). Retrieved at survey program Educause (2012). Blended Learning: Overview; retrieved from the Internet at learning Educause Learning Initiative (2012). 7 Things you should know about flipped classrooms. Retrieved from Frankl, G., & Bitter, S. (2012). Blended learning at the Alpen- Adrai- Universitat Kalgenfurt. [Abstract]. Paper presented at the 10th European Conference on e- Learning, University of Brighton, UK. [Abstract retrieved from conferences.org/pdfs/ecel_2011- Booklet.pdf, p. 28] Gellin, A. (2003). The effect of undergraduate student involvement in critical thinking: A meta- analysis of the literature Journal of College Student Development, Abstract, 44(6). Retrieved from effect- of- undergraduate- student-

12 Harnessing Echo 360 Lecture Capture 12 involvement- on- critical- thinking- a- meta- analysis- of- the- literature /oclc/ &referer=brief_results Gerber, M. Grundt, S, & Grote, G. (2007). Distributed collaboration activities in a blended learning scenario and the effects on learning performance. Journal of Computer- Assisted Learning, 24, Glick, D. and Roni, A. (2012) The relationship between mindful learning processes and course outcomes in web- based learning. Paper presented at the 10th European Conference on e- Learning, University of Brighton, UK. [Abstract retrieved from conferences.org/pdfs/ecel_2011- Booklet.pdf, p. 30] Jennings, D. (2005). Virtually Effective: The Measure of a Learning Environment [Electronic Version]. Emerging Issues in the Practice of University Learning and Teaching. Retrieved from Virtually_Effective.html Jensen, E. (2010). 10 Most effective tips for using brain based teaching & learning. Manunaloa, HI: Jensen Learning. Jensen, E. (2005). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development, p Krause, K. L. & McEwen, C. (2009). Engaging and retaining students online: A case study. Retrieved at Kuh, G.D., Cruce, T., Shoup, R., Kinzie, J., & Gonyea, R.M. (2007, April). Unmasking the effects of student engagement on college grades and persistence. Symposium conducted at the meeting of American Educational Research Association, Chicago, Il. Retrieved from LaChapelle, N. (2012). Learning theories along three dimensions [PDF document]. Retrieved from 0Discussion%20Doc.pdf Lane, L. M. (2009). Insidious Pedagogy: How course management systems affect teaching [Electronic Version], First Monday 14(10), Retrieved from

13 Harnessing Echo 360 Lecture Capture 13 Louw, A. (2012). Learning management versus classroom management in technology- supported blended learning. Proceedings of the 10th European Conference on e- Learning. UK, 1, [Abstract retrieved from conferences.org/pdfs/ecel_2011- Booklet.pdf, p. 45] Noonoo, S. (2012). Flipped learning founders set the record straight. Technological Horizons in Education (T.H.E. Journal), 39 (1), Retrieved from: learning- founders- q- and- a.aspx?page=1 Rankine, L., Stevenson, L., Malfroy, J., & Ashford- Rowe, K. (2009). Benchmarking across universities: A framework for LMS analysis. Paper presented at the Ascilite Same places, different spaces. Retrieved from So, H.- J., & Bonk, C. J. (2010). Examining the roles of blended learning approaches in computer- supported collaborative learning (CSCL) environments: A Delphi Study. Educational Technology & Society, 13 (3), Tsai, C.- C., Chuang, S.- C., Liang, J.- C., & Tsai, M.- J. (2011). Self- efficacy in Internet- based Learning Environments: A Literature Review. Educational Technology & Society, 14(4), University of Tennessee at Martin Fact Book, Retrieved from Young, J. R. (2012). A conversation with Bill Gates about the future of higher education. The Chronicle of Higher Education, June 25, Retrieved from Conversation- With- Bill- Gates/132591/