More Professors Could Share Lectures Online: But Should They?

Autor/in	Young, Jeffrey R.
Titel	More Professors Could Share Lectures Online: But Should They?
Quelle	In: Education Digest: Essential Readings Condensed for Quick Review, 75 (2010) 9, S.16-19 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-127X
Schlagwörter	College Faculty; Lecture Method; Video Technology; Electronic Publishing; Sharing Behavior; Internet; Academic Freedom; Self Concept; Copyrights; Educational Practices; Educational Finance; Barriers; Attendance; Legal Responsibility; Communication (Thought Transfer); Selective Dissemination of Information; Oregon; Virginia + Suchen Sie Ihr Suchwort? Fakultät; Elektronisches Publizieren; Akademische Freiheit; Selbstkonzept; Bildungspraxis; Bildungsfonds; Anwesenheit; Strafmündigkeit; Communication; thought; Kommunikation; Gedanke
Abstract	In this article, the author discusses the issues surrounding the production of lecture videos by professors and administrators which are free to the world. Professors across the country are now wrestling with this issue. More and more colleges have installed microphones or cameras in lecture halls and bought easy-to-use software to get lecture recordings online. However, there are others who are against this idea. He cites Siva Vaidhyanathan, University of Virginia faculty member, who doesn't want to be on the record saying something and who considers the classroom a "sacred space" that may need to stay private to preserve academic freedom. Mark A. Thoma, an associate professor of economics at the University of Oregon, shares that for him the biggest obstacle in creating lecture videos has been finding time to manage the recording process, while Vaidhyanathan struggles with the hassle factor with the university's recording system. In a related matter, while many professors feared that students would skip class if they could watch it in reruns, many professors the author has talked to said they were easily able to short-circuit that practice by offering quizzes in class or taking attendance and making showing up part of the grade. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10