1 However, despite widespread use of lecture capture, educators understand very little about how rewatching lectures impacts students’ learning strategies during and after class. When surveyed, students have indicated they found value in using recorded lectures and ranked rewatching videos as the fifth highest activity they used to prepare for a final examination. Perhaps more common is the use of recorded lectures to supplement student learning by providing a means to review the class lecture and associated discussion. These recorded lectures are used in many ways, such as providing background information prior to class or providing additional information after class. Lecture capture has become a common practice at higher education institutions. Students who attend class may want to avoid rewatching course recordings in favor of practice testing. Testing may be more efficient (ie, cost-effective) for long-term performance. In terms of efficiency, the retrieval learning method required less time for the same gain in students’ long-term retention of knowledge.Ĭonclusions. However, immediately after restudying the material, students who studied from the recorded lecture performed better than students who retrieved information on the lecture. No difference in performance was found between students who restudied the recorded lecture versus students who retrieved information about the lecture. The primary outcome was student performance on the unannounced quiz administered one week after restudy of the lecture. Time on task was recorded to assess the efficiency of each learning strategy. Finally, students were surveyed regarding their perceptions of the two learning strategies. One week later, all students were required to complete an unannounced quiz to measure long-term retention. Half of the students were quizzed immediately after studying both topics. The following week, students either re-studied from the recorded lecture on one of the two topics or, on the other topic, retrieved information about class content by responding to the course objectives. All students attended two in-class lectures on different topics. One hundred two first-year pharmacy students were recruited for the study. To assess the relative effectiveness of two study strategies, rewatching a recorded lecture and retrieval practice, on Doctor of Pharmacy (PharmD) students’ long-term retention of lecture material presented in a pharmacotherapeutics class.
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