ABSTRACT

Hundreds of academic institutions around the world dedicated considerable funding to lecture recording to accompany face-to-face teaching prior to the massive transition to distance education due to Covid-19. Furthermore, there is reason to believe that they will continue to do so after teaching will return to the physical classroom. Thus, a methodological examination of the success of lecture recordings as augmentation to face-to-face teaching should be of managerial interest. In this study, five success categories of lecture recording in a college were evaluated based on the information system success model promulgated by DeLone & McLean (1992 DeLone, W. H., & McLean, E. R. (1992). Information systems success: The quest for the dependent variable. Information Systems Research, 3(1), 60–95. https://doi.org/10.1287/isre.3.1.60[Crossref], [Web of Science ®] , [Google Scholar]). Results obtained through a campus-wide questionnaire and system log files showed relatively low usage of the system by students, who gave a somewhat low evaluation of system quality, information quality, and general satisfaction, but a higher assessment for the contribution of the system to their learning. Analysis also found significant correlations between success categories suggested by DeLone & McLean, with some exceptions. These results raise questions regarding the high-cost investments in lecture recording. These questions and the implication of the findings for research and higher education decision makers are discussed.

摘要

在 Covid-19 导致大规模向远程教育过渡之前，全球数百家学术机构投入了大量资金用于讲座录音，以配合面对面教学。此外，有理由相信，在教学回归实体课堂后，他们还会继续这样做。因此，对作为面对面教学的补充的讲座录音的成功进行方法论检查应该引起管理兴趣。在这项研究中，基于 DeLone & McLean ( 1992 DeLone, WH和McLean, ER ( 1992 )。信息系统的成功：对因变量的追求。信息系统研究，3(1), 60 – 95。https://doi.org/10.1287/isre.3.1.60 [Crossref]、[Web of Science®]  、[Google Scholar]). 通过全校范围的问卷调查和系统日志文件获得的结果显示，学生对系统的使用率较低，学生对系统质量、信息质量和总体满意度的评价较低，但对系统的贡献评价较高他们的学习。分析还发现 DeLone 和 McLean 建议的成功类别之间存在显着相关性，但有一些例外。这些结果提出了关于讲座录音的高成本投资的问题。讨论了这些问题以及研究结果对研究和高等教育决策者的影响。