The efficacy of screencasts to address the diverse academic needs of students in a large lecture course

Oct 15, 2026

Uploaded by Terk

Large lecture courses make it difficult for instructors to correct student misconceptions, fill gaps in background knowledge, and sustain motivation across diverse learner interests within limited class time. This study evaluates the strategic use of screencasts—computer screen recordings with audio narration—in a large introductory Materials Science and Engineering course. Student surveys assess usage and perceived helpfulness, while website-hit data is correlated with performance, including subgroup analyses. Results show positive, significant correlations with final grades, with the strongest gains for students least exposed to course concepts.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Abstract

Background

Literature Review

| | Ad | vances in Engineering Edu | cation | | | | --- | --- | --- | --- | --- | --- | | | | | | | | | | | | | | | WINTER 2011 The efficacy of screencasts to address the diverse academic needs of students in a large lecture course TERSHIA PINDER-GROVER Center for Research on Learning and Teaching University of Michigan Ann Arbor, MI KATIE R. GREEN College of Education Michigan State University East Lansing, MI and JOANNA MIRECKI MILLUNCHICK Materials Science and Engineering University of Michigan Ann Arbor, MI ABSTRACT In large lecture courses, it can be challenging for instructors to address student misconceptions, supplement background knowledge, and identify ways to motivate the various interests of all students during the allotted class time. Instructors can harness instructional technology such as screencasts, recordings that capture audio narration along with computer screen images, to supplement the lecture with content that addresses the diversity in student academic backgrounds, motivations, and interests, to extend the classroom experience, and reach the individualized needs of students. This study documents the strategic use of screencasts in a large introductory Materials Science and Engineering (MSE) course, and examines their impact on student usage and course performance. To assess the efficacy of screencasts, students were surveyed to determine how they used screencasts and whether they perceived these resources to be helpful. In addition, we correlated student usage based on website hits with student performance ([e.g. final](e.g. final) grade) to determine statistical significance. Since the course is comprised of students from different academic and social backgrounds, we also analyzed usage and performance patterns for particular student subgroups. The results indicate that students perceive the screencasts to be helpful and tend to use the resources as a study supplement. Overall, usage of screencasting in its various forms is positively and significantly correlated with course performance as indicated by the final grade. The most substantial gains were found for students with the least amount of prior exposure to concepts in the course material. These WINTER 2011 1 ADVANCES IN ENGINEERING EDUCATION The efficacy of screencasts to address the diverse academic needs of students in a large lecture course results indicate a potential for screencasts to address the various academic needs of students in a large lecture environment. Keywords: Instructional technology, screencasts, conceptual understanding, materials science BACKGROUND A screencast is a movie that captures the activity on a computer screen with real time audio commentary. Screencasting has been successfully implemented as a training tool for task-centered activities in a variety of contexts [1–3] . Screencasts have been used to record and replay PowerPoint lectures and other training materials, but any application—including animations or drawing programs—may be captured along with audio commentary, then posted on a course management website and replayed at students’ leisure. Used properly, this approach can be a rich supplementary resource. It includes written, audio, and video elements, thus reaching students with many different learning preferences. Screencasts may be fast-forwarded, rewound and paused as necessary, and are available “on demand” and accessible to students at any time of day (in contrast to office hours, live chats, etc. ) . Our implementation of the screencast creates a flash movie that can be accessed through the course management website, but students may also elect to subscribe to the screencast via iTunes, allowing students to watch them on any mp3 player. The production of screencasts is extremely simple thanks to powerful software packages now available that range in both price and capability [4] . LITERATURE REVIEW Instructors are using audio and visual podcasts or screen

FAQs

What problem does the study address in large lecture courses?

It targets the difficulty instructors face when addressing misconceptions, supplementing background knowledge, and motivating students with diverse needs within limited class time.

How were screencasts used and evaluated in the course?

Screencasts were provided as supplementary resources, and students were surveyed about usage and perceived helpfulness. Usage based on website hits was also correlated with course performance.

What were the main findings on the relationship between screencast use and performance?

Students generally perceived screencasts as helpful and used them as study supplements. Screencast usage showed a positive, significant correlation with final grades, with the largest benefits for students with the least prior exposure to course concepts.

Oct 15, 2026

Uploaded by Terk