The utilization of video as an instructional tool in higher education exhibits substantial promise as a multimedia application. Integrating video content into online support materials for specific modules has the potential to enhance learners' comprehension of the material and their preparedness for assessments. This study aims to assess the effectiveness of digital pre-recorded lectures among Health Sciences undergraduates in two institutions. The researcher distributed confidential questionnaires to 180 subjects across both institutions, ensuring consent through detailed explanations on a Google Form. Subsequently, lecturers delivered pre-recorded lectures as part of the teaching and learning process. An analysis of the mean perception scores for both institutions revealed statistically significant differences (p < 0.05), with mean scores of 0.003. The study also examined pre- and post-lecture performance scores, indicating a significant improvement for both institutes. University A exhibited mean scores of 46.23 (SD=8.14) and 75.75 (SD=9.43) pre- and post-lecture, respectively. University B demonstrated mean scores of 68.85 (SD=5.95) and 70.58 (SD=2.97) pre- and post-lecture, respectively, with p < 0.05. The findings suggest that digitally pre-recorded lectures are almost equally beneficial for both institutions. To capitalize on these advantages, a standardized package for this pedagogical approach should be implemented and made accessible to Health Sciences undergraduates.
Suhayati, L., & Haryati, H. (2021). Screen Recording Video in Virtual Learning during Covid-19
Pandemic: Students’ Perspective. VELES Voices of English Language Education Society, 5(2), 107–119. https://doi.org/10.29408/veles.v5i2.3849
Schnee, D., Ward, T., Philips, E., Torkos, S., Mullakary, J., Tataronis, G., & Felix-Getzik, E. (2019). Effect of live attendance and video capture viewing on student examination performance. American Journal of Pharmaceutical Education, 83(6), 1200–1206. https://doi.org/10.5688/ajpe6897
Robertson, B., & Flowers, M. J. (2020). Determining the impact of lecture videos on student outcomes. Learning and Teaching, 13(2), 25–40. https://doi.org/10.3167/latiss.2020.130203
Reid, A., Duret, D., & Noble, K. (2022). Lecture Capture: Friend or Foe? Journal of Veterinary Medical Education, 49(1), 126–137. https://doi.org/10.3138/JVME-2020-0052
Schreiber, E., Fukuta, J. and Gordon, F. BMC Med Educ. 10, 68 (2010).
Smith, D. P., & Francis, N. J. (2022). Engagement with video content in the blended classroom. Essays in Biochemistry, 66(1), 5–10. https://doi.org/10.1042/EBC20210055
Kosterelioglu, I. (2016). Student Views on Learning Environments Enriched by Video Clips. Universal Journal of Educational Research, 4(2), 359–369. https://doi.org/10.13189/ujer.2016.040207
Cicekci, M. A., & Sadik, F. (2019). Teachers’ and Students’ Opinions About Students’ Attention Problems During the Lesson. Journal of Education and Learning, 8(6), 15. https://doi.org/10.5539/jel.v8n6p15
Mohebbi, Z., Mortezaei-Haftador, A., & Mehrabi, M. (2022). Synchronous online lecturing or blended flipped classroom with jigsaw: an educational intervention during the Covid-19 pandemic. BMC Medical Education, 22(1), 1–10. https://doi.org/10.1186/s12909-022-03915-5
Smith, D. P., & Francis, N. J. (2022). Engagement with video content in the blended classroom. Essays in Biochemistry, 66(1), 5–10. https://doi.org/10.1042/EBC20210055
Joaquim, D. C., Hortsch, M., Silva, A. S. R. da, David, P. B., Leite, A. C. R. de M., & Girão-Carmona, V. C. C. (2022). Digital information and communication technologies on histology learning: What to expect?—An integrative review. Journal of Veterinary Medicine Series C: Anatomia Histologia Embryologia, 51(2), 180–188. https://doi.org/10.1111/ahe.12776
Shuja, A., Qureshi, I. A., Schaeffer, D. M., & Zareen, M. (2019). Effect of m-learning on students’ academic performance mediated by facilitation discourse and flexibility. Knowledge Management and E-Learning, 11(2), 158–200. https://doi.org/10.34105/j.kmel.2019.11.009
Azlinda, W., Mohamed, W., Jaafar, M. A., Tun, U., Onn, H., & Sirajuddin, P. T. (2010). Cooperative learning and generic skills among University students?: A comparison between Diploma and Bachelor Degree students . June.
Heong, Y. M., Othman, W. B., Yunos, J. B. M., Kiong, T. T., Hassan, R. Bin, & Mohamad, M. M. B. (2011). The Level of Marzano Higher Order Thinking Skillsamong Technical Education Students. International Journal of Social Science and Humanity, 1(2), 121–125. https://doi.org/10.7763/ijssh.2011.v1.20
International Conference on Language, Education, Humanities &Social Sciences (i-LEdHS2021), 191–199.
Liao, C.-H., & Wu, J.-Y. (2023). Learning analytics on video-viewing engagement in a flipped statistics course: Relating external video-viewing patterns to internal motivational dynamics and performance. Computers & Education, 197, 104754. https://doi.org/https://doi.org/10.1016/j.compedu.2023.104754
McNulty, J. A., Hoyt, A., Gruener, G., Chandrasekhar, A., Espiritu, B., Price, R. J., & Naheedy, R. (2009). An analysis of lecture video utilization in undergraduate medical education: associations with performance in the courses. BMC Medical Education, 9, 6. https://doi.org/10.1186/1472-6920-9-6
Pilarski, P. P., Johnstone, A. D., Pettepher, C. C., & Osheroff, N. (2008). From music to macromolecules: using rich media/podcast lecture recordings to enhance the preclinical educational experience. Medical Teacher, 30(6), 630–632. https://doi.org/10.1080/01421590802144302
Franklin, D., Gibson, J., Samuel, J., Teeter, W., & Clarkson, C. (2014). Use of Lecture Recordings in Medical Education. Medical Science Educator, 21, 21–28. https://doi.org/10.1007/BF03341590
Topale, L. (2016). The strategic use of lecture recordings to facilitate an active and self-directed learning approach. BMC Medical Education, 16(1), 1–10. https://doi.org/10.1186/s12909-016-0723-0
McNamara, D. S. (2010). Strategies to read and learn: overcoming learning by consumption. Medical Education, 44(4), 340–346. https://doi.org/10.1111/j.1365-2923.2009.03550.x
Secker, J., Bond, S., & Grussendorf, S. (2010). Lecture capture: rich and strange, or a dark art? Lecture Capture: a literature review. Available in LSE Research Online, 6(9). http://eprints.lse.ac.uk/29184
Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching & Learning, 10(2), 1–13. http://ezproxy.deakin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=52225431&site=eds-live&scope=site
Roblyer, M. (2000). How Interactive are Your Distance Courses? A Rubric for Assessing Interaction in Distance Learning. Online J Dist Learn Admin, 3.
(Aishah et al., 2024)
Aishah, A. S. S., Fadzliyana, M. F. N., Rafidah, S., Noorismiza, Z., & Ainuzzahida, Z. (2024). Bridging Pedagogical Frontiers: A Comprehensive Inquiry into the Transformative Impact of Digital Pre-Recorded Lectures on Health Sciences Education Across Diverse Institutions. International Journal of Academic Research in Progressive Education and Development, 13(1), 1187–1193.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seenavc at: http://creativecommons.org/licences/by/4.0/legalcode
