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In the modern college environment, your students are customers, and expect a good value for their educational dollar. Online course offerings can provide increased value for students, but should be geared to meet student needs and expectations. A successful hybrid, blending or online-only course provides students with an enriching educational experience and they complete the course with both material mastery and a sense of overall satisfaction.

What matters here is both learning effectiveness, as measured by student mastery, and student perceptions. Learning effectiveness is easy to measure objectively. Institutions can compare test scores among students in different types of classes. They can assess student participation using attendance records and online learning analytics. Student perceptions are more difficult to measure.

YuJa enables you to maximize student learning and enjoyment of lecture capture, blended learning, and online-only learning experiences. The YuJa enterprise video environment is both effective and easy for students and instructors to master, maximizing student enjoyment and learning.

Lecture Capture

Increasingly, students deem lecture capture to be essential. Students primarily use lecture capture to review course material and as a study aid. Lecture captures enable students to review material, revise their notes, and improve their study efficiency.

  • Students prefer lecture captures with video components, like YuJa’s, to audio-only lecture capture.
  • 63 percent of students ranked lecture capture as essential. 37 percent ranked them useful, and less than 1 percent of students found them unhelpful.
  • 61 percent of students use lecture capture to study for exams. 51 percent use it for review and 41 percent use it to address scheduling concepts.
  • Most students continue to attend courses consistently or regularly when lecture capture is available.

Hybrid and Blended Courses

Hybrid and blended courses combine in-class learning with an online component. Online learning may supplement work in the classroom, or may replace some aspects of traditional classroom learning, including lectures or discussions. Students, particularly when they become used to online procedures, typically respond favorably to these classroom structures.

  • In online discussions, all students participate. Discussion is not limited to more talkative or outgoing students.
  • Students express a belief that online discussions allow more time for thought and can be more in-depth than in-class conversation.
  • Female students feel more free to voice their thoughts and opinions in online discussions.
  • Students report blended classroom with integrated online learning enable flexibility and interactivity.

Online-only Courses

Student perceptions of online-only courses are often similar to perceptions of lecture capture and blended or hybrid classrooms, with some additions.

  • Students may find individual work in an online class effective, but less interesting.
  • Group work is more challenging, but also more rewarding.
  • Students report a desire for engaging lecture captures that integrate different presentation media.

Several distinct factors appear to contribute to success in an online-only class.

  1. Technological skill and understanding. Students need to be easily able to use course software in order to succeed.
  2. Instructors need to appeal to different learning styles by integrating varied materials, presentation media, and assignments.
  3. Student perceptions of online courses improve with increased familiarity with online learning.
  4. Instructors are often the determining factor in student enjoyment and appreciation of an online course.

“Lecture Capture.” The Center for Teaching and Learning. Web. Accessed on 24 November 2015.

“Student Perceptions.” The Center for Teaching and Learning. Web. Accessed on 24 November 2015.