Video lectures are commonly used in online and flipped courses, but students often find it challenging to stay engaged and retain lecture content. The current study examined to what extent the power of electroencephalography (EEG) brain activity in the theta (4-7 Hz), alpha (8-12 Hz) and beta (13-20 Hz) bands can dynamically capture fluctuations…

The published literature on lecture capture technologies is often conflicting and sometimes controversial. A common thread among many studies is the impact of recorded lectures on student satisfaction, attendance and performance; however, many of these studies fail to acknowledge the wider context and the many and varied ways in which capture…

With the shift to online learning, many instructors have been forced into course delivery that involves educational lecture videos. There are a number of different elements that impact the quality of educational videos and overall student experience (e.g. instructor eye gaze, audio levels, screen sizing). More specifically, research has…

Higher education teaching abruptly changed during the COVID-19 pandemic to remote, on-line learning and teaching. The use of on-line communication software to teach became the norm and remains at many institutions. This software contains features, such as the chat, that offer teaching and learning advantages; however, potential benefits can be…

Active learning and student-centered learning are becoming the preferred teaching approach in higher education. Once heavily based on lectures, science instructors are adopting new teaching methods to promote active learning. Lecture-based courses can be modified to increase student engagement by including in-class discussions, activities, and…

This study addresses lack of student engagement in large English as a second language (ESL) classes at a Pakistani university, using cooperative learning within the framework of participatory action research. A reconnaissance of the literature and thorough situation analysis led to an initial plan based on two cooperative learning strategies:…

Online video-recorded lectures have become an increasingly more important means for student learning (e.g., in flipped classrooms). However, getting students to process these lectures sufficiently to come to class well-prepared is a challenge for educators. This paper investigates the effectiveness of open-ended embedded questions for…

The problem is that online learners in universities experience mind-wandering while viewing video lectures because of low rates of engagement, leading to a loss of focus. The purpose of this qualitative case study is to explore how interactive online activities that relate directly to a lecture can mitigate the problem faced by online university…

The purpose of this article is to discuss the home-made production of lecture video presentations to be used in place of face-to-face classroom instruction during periods of quarantine. Using the online platforms of Adobe and Ensemble together with the purchase of a few sound recording instruments a series of home-made video presentations of…

Research recognizes that physical activity habits developed earlier in life are likely to be continued throughout life. To combat rises in obesity rates and declining physical activity levels among adults, studies emphasize the responsibility higher education institutions have in targeting young adult's physical activity habits. Theories of…

Maintaining student engagement in online and recorded lectures is a challenging aspect of higher education. In light of this, active learning through in-lecture question activities was investigated using a pre-teaching focus group (n = 12) and student evaluations (n = 43) after an in-class trial. Data analysis was underpinned by flow theory, which…

Microlearning, in which lecture recordings are segmented into parts, saw renewed focus as a means of maintaining student engagement amid the challenging conditions of the COVID-19 pandemic. While many institutions shifted to remote provision with segmented lecture recordings, there is a lack of consensus about the length that these segments should…

In this article, we present a revised version of the active learning classroom observation tool (ALCOT), designed in 2015, to support instructor reflection on instructional approaches applied within active learning classrooms. The design of active learning classrooms and teaching approaches within them have changed significantly since the initial…

The end-of-semester routine for collecting student evaluations of teaching is nearly ubiquitous among colleges and university in the United States. Ideally, student feedback is then used to improve instruction, advance curriculum, and facilitate student success. While well intentioned, student evaluations of teaching often fall short of measuring…

The effectiveness of incorporating an audience response system (ARS) in improving the learning environment and student performance was assessed in a didactic biomedical science course at a large US dental school. Instructors and students were surveyed for their experiences of using Top Hat-based ARS in a multi-disciplinary biomedical science…