![]() ![]() Also, there’s no guarantee that students would indeed watch the lectures again because students are not held accountable for not watching them. Students learn a lot more attending live lectures than watching the recordings because they can ask following questions in real time. And since students registered for the class and has the class on their schedule, students shouldn’t do anything at that time, unless in an emergency, other than attending the lecture. Having recordings removed, for majority of the department’s students, the incentive to attend live lectures, and that students lose the interaction between the instructor and students, thus decreasing the performance. However, they notice a correlation between accessibility to recordings and performance. I spoke to my department’s associate professor of teaching about this and they understand students’ perspective on that recordings are useful. I know some students can't make it to the workshops due to scheduling conflicts and that's fine, that's the main reason I started recording in the first place-but is it really the case that 150 out of 155 students are too busy to attend a videochat? I can't just lecture at a camera with no feedback. Where were those 150 students during the workshop itself? My teaching works so much better with large-group interaction, even if it's just in the text chat. two days later I notice that the video has 150 views.I record the workshop and post it on YouTube.about five students show up, maybe the ones who were requesting topics or maybe not.I announce the workshop on Discord and post a link.I ask students on Discord what topics they'd like to discuss in the next workshop, and sometimes get some responses.Overall I'm very glad I have done this it has been a great resource for students and I'm confident that from now on whenever a student has a question on a particular topic I can start by referring them to a video on exactly that topic.īut there is a disturbing trend I have noticed: Throughout the pandemic, I've been recording many of my workshops-pretty much every workshop with more than, say, three students if there are only one or two I generally treat it more like office hours-and posting the recordings on YouTube. ![]() My personal experience with this as someone who has been teaching math & physics support workshops by videochat for the last two years (and in person for about eight years prior to that): ![]()
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