Video versus live lecture courses: a comparative evaluation of lecture types and results.
Video versus live lecture courses: a comparative evaluation of lecture types and results.
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DOI：
10.1080/10872981.2018.1555434
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发表时间：
2018-12-01
影响因子：
4.6
通讯作者：
de Laffolie, Jan
中科院分区：
文献类型：
--
作者：
Brockfeld, Thomas;Muller, Bringfried;de Laffolie, Jan
背景：视频讲座是一种越来越受欢迎的形式。目的：本研究的目的是比较视频讲座是否与现场讲座一样有效，以传授医学考试临床部分的完整内容。本研究还探讨了学生是否更喜欢现场或视频讲座以及原因。设计：2014年，哥廷根大学举办了一个预备课程，为医学考试的临床部分培训医学生。四分之三的参与者接受了41节4小时的现场课程，而剩下的四分之一则通过视频播放了相同的课程。视频组的任务每天都在变化，因此所有学生都能看到现场和视频讲座。为了比较的有效性，它被评估为205名学生如何视频和现场学生回答301多项选择题的医学exam.RESULTS：几乎没有任何差异的有效性。现场组正确回答了46,926个问题中的36,735个（78.283%），而视频组正确回答了14,779个问题中的11,617个（78.605%）（n.s.，p =0.407，效应量Ω =0.003337）。在主观评价方面存在一些差异：48%的学生更喜欢直播课程，27%的学生更喜欢视频课程，25%的学生表示“中立”。视频课程的“学习氛围”、“集中注意力的能力”、“其他学生的存在”和“声音清晰度”等项目的评估明显优于现场课程。没有项目的现场课程被评为优于在video course.Conclusions：视频和现场讲座是同样有效的医学考试的临床部分的准备。视频讲座为学生和教师提供了许多好处，可以补充和部分取代传统的现场活动。
BACKGROUND: Video lectures are an increasingly popular format. They allow an individual choice of time, place and speed of learning.OBJECTIVE: The aim of the present study was to compare whether video lectures are as effective as live lectures to impart the complete contents of the clinical part of the medical exam. The study also examines whether students prefer live or video lectures and for what reason.DESIGN: In 2014, a preparatory course was held at the University of Gottingen to train medical students for the clinical part of the medical exams. Three-quarters of the participants received 41 four-hour lessons live, while the same lessons were shown on video to the remaining quarter. The assignment to the video group changed daily, so that all students saw both live and video lectures. To compare the effectiveness, it was evaluated for 205 students how video and live students answered the 301 multiple choice questions of the medical exam.RESULTS: There is hardly any difference regarding effectiveness. 36,735 of 46,926 questions (78.283%) were correctly answered by the live group, while 11,617 of 14,779 questions (78.605%) were correctly answered by the video group (n.s., p =0.407, effect size omega=0.003337). There were some differences in subjective evaluation: 48% of students preferred live lessons, 27% preferred video lessons and 25% stated 'neutral'. The items 'learning atmosphere', 'ability to concentrate', 'presence of other students' and 'acoustic intelligibility' were assessed significantly better for the video courses than for the live courses. No item of the live course was rated better than in the video course.CONCLUSIONS: Video and live lectures are equally effective in preparation for the clinical part of the medical exams. Video lectures offer many benefits for the students and for the faculties, and may complement and partly replace conventional live events.