— This study reports on the implementation of a Lecture Video System that was developed to aid after-class learning. The purpose of the study was to investigate the pedagogical effects of the Lecture Video System with which the in-class lectures could be taped, edited and made available on the course website. This paper addresses students’ learning behavior from six perspectives:intrinsic goal orientation, self-regulation, cognitive strategy use, self-efficacy, test anxiety and attitude towards the course.Experiments were conducted in two sophomore-level requirementcourses. Data such asthe usage statistics of the course website, student questionnaire, student interviews and course instructor interviews were collected and analyzed. The results reveal that student’s sense of self-efficacy and attitudes towards the Linear Algebra course wereimproved by having the lecture videos available on-line. Although in both courses students’ intrinsic goal orientation, self-regulation, test anxiety, andcognition strategy use were not affected, the majority of the students thoughtthe lecture videoswere useful to their post-lecture learning. It helped them better understand the more difficult concepts discussed in class. These findings pave a way for future practices of putting lecture videos on a course website.
— ICT integration, lecture video, on-line education.
Greg C Lee is with Department of Computer Science and Information Engineering, National Taiwan Normal University, Taiwan (e-mail: email@example.com).
Chiung-Fang Chiu with the Graduate Institute of Curriculum Instruction and Technology, National Chi-Nan University, Taiwan (e-mail: firstname.lastname@example.org).
Cite: Greg C. Lee and Chiung-Fang Chiu, " Implementation of a Lecture Video System for after-Class Learning: Study on Change of Learning Behavior," International Journal of Innovation, Management and Technology vol. 4, no. 3, pp. 313-316, 2013.