Webcasting

Webcasting research

Lecture webcasting impact study

A DIIA study on the impact of lecture webcasting in large enrollment courses is investigating several questions.

  • How does webcasting affect class attendance and student performance? 
  • What are the technical issues/problems for students/staff?
  • Why and how are students using webcasts? How does webcasting affect students’ learning experiences? Which students benefit most?
  • What expectations does webcasting set up?
  • What are the most important features of a webcast interface—video vs. audio?
  • Can webcasts recreate the “classroom experience”?
  • What are the implications for scaling—costs, infrastructure, and support?

Results from focus groups, surveys, interviews, performance data, and attendance counts conducted over two years indicate that attendance can be controlled by faculty instructional strategies. Exam review, missed class, and individual control were the top reasons for viewing webcasts. Student performance was not significantly affected, but students reported a high degree of overall course satisfaction with webcasting. Students also generally agreed that webcasting reduced anxiety, gave them control over learning, and helped them learn course material better. Minimal technical problems were reported—most students used PCs and an Internet Explorer browser on a high-speed connection. Survey responses and server logs indicate highest use before exams and between 5 p.m. and midnight. Students reported that they viewed both video and slides.  When students viewed webcasts, they watched the entire lecture rather than selected parts.  Students watched 9-11 webcast lectures a semester on average. Many students expressed their wish for the expansion of webcasts to other courses.

Download the 2004 webcasting impact report (.pdf)
Download the 2005 webcasting impact report (.pdf)

Examples at UT Austin

Further reading and resources

P. Friedman et al, 2001. Why Students Do and Do Not Attend Classes: Myths and Realities. College Teaching. Vol. 49, No. 4.  http://www.questia.com/

D. Harley et al, 2003. Costs, Culture, and Complexity: An Analysis of Technology Enhancements in a Large Lecture Course at UC Berkeley.   Center for Studies in Higher Education.  Paper CSHE3-03 (March 1, 2003).  http://repositories.cdlib.org/cshe/CSHE3-03

UC Berkeley Educational Technology Services webcasting info: http://ets.berkeley.edu/Webcast