Course capture technology: Product and processes that engage students
H. Steve Leslie, Arkansas State University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The purpose of this session is to present a case study from a mid-South university regarding the course capture system Tegrity. Data was obtained from four semesters of Oral Communications, addressing how Tegrity was used as a course capture system. Embedded in the theory of Connectivism, the presenters will demonstrate how students who were initially scared of using Tegrity became connected and motivated to use this medium of technology to package their presentations. The results indicated that using Tegrity led to: a major change in the way instruction was delivered; mastery of new skills for both the instructor and the students; shifting of educational experiences from teacher to learner-centered; instructor becoming an accessible facilitator and intermediary between the students and the technology (providing the needed guidance); finally, using Tegrity was a fast change that challenged students and triggered insecurities as well as apprehensions.
Leslie, H.S. (2011). Course capture technology: Product and processes that engage students. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 460-461). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).