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Int. J. Innovation and Learning, Vol. 20, No. 1, 2016
Possible effect of video lecture capture technology on the cognitive empowerment of higher education students: a case study of gulf-based university Habib Ullah Khan Department of Accounting and Information Systems, College of Business and Economics, Qatar University, P.O. Box 2713, Doha, Qatar Email:
[email protected] Abstract: E-learning concept is becoming a vital need for higher and lower education students. It has been observed from the interaction with students of gulf region that they have challenges with the online method of knowledge delivery in higher education. There are multiple reasons for this belief. In this case, there is possibility to add some extra features in the online or virtual classes to make them more beneficial and more informative. If the video lectures are added to these classes, there can be much better utilisation of the content. To explore the possible effects of video lecture, on the cognitive empowerment of the students, the current research was conducted on 124 undergraduate students of Qatar University (QU), which is one of the leading higher education institutions in the GCC-based country Qatar. The data is collected by distributing questionnaires and QU registration department data. Relevant statistical tools are applied to evaluate and analyse the data. Keywords: e-learning; learning innovation; video capture tools; cognitive empowerment; higher education students. Reference to this paper should be made as follows: Khan, H.U. (2016) ‘Possible effect of video lecture capture technology on the cognitive empowerment of higher education students: a case study of gulf-based university’, Int. J. Innovation and Learning, Vol. 20, No. 1, pp.68–84. Biographical notes: Habib Ullah Khan is a faculty of MIS in the Department of Accounting and Information Systems, College of Business and Economics, Qatar University, Qatar. He completed his PhD in Management Information Systems from Leeds Metropolitan University, UK. He has nearly 16 years of industry, teaching and research experience. His research interests are in the area of IT adoption in supply chain management, ERP systems, mobile commerce, computer mediated communication, IT outsourcing, and IT security.
Copyright © 2016 Inderscience Enterprises Ltd.
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Introduction
The advent of technological spread ushered development in all walks of life. To cope with the rapid changes around the world, it has become imperative for the higher education sector to embrace the hi-tech interventions. One such initiative is ‘video support in designing online classes’. Around the globe, many premier institutions are deploying this method to enhance the pedagogy, which benefits the student community in numerous ways (Brooks et al., 2011; Hassan et al., 2016). Also, by using these methodologies the vital attributes like team work and collaborative effort is fostered among the student community through assignments, projects and other activities (Khan, 2013a). In the light of present competition in the higher education sector, it is equally important for both educational institutions/universities and students to acclimatise themselves to different styles of learning. This has to be analysed and assessed to know the extent of impact of viewing and understanding the ‘records of the online classes’ on cognitive levels of the students. The results of these are beneficial to tailor the learning facilities for student community, which is a potential part of the nation – QATAR, that’s progressing significantly in the information technological space. So, the present study aims to look into the impact of online video lectures to improve the cognition level of the students of higher education, in the state of Qatar by conducting a survey to extract the feedback from the students of Qatar University. The general panorama of higher education is dealt first and in the later part, discussion about the significance of cognition and (or) learning as well as the relevant theories are dealt. The issues in learning and the corresponding feasible technological aids in education system are synthesised. In addition, various perceptions about the role of pedagogical technology in augmenting the traditional learning system are also considered for future work. The methodology for performing the analysis is to collect the information from the students pursuing higher education in Qatar University regarding the benefits gained by video support in online classes. By using pertinent techniques, investigation is carried out for better data profiling and inferring about the reach and the effect of the video recordings of lectures.
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Literature review
For better understanding the discussion about the benefits of cognitive learning, the schema of the paper is elicited in the following flow diagram (Figure 1).
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H.U. Khan Schema of the study
2.1 Higher education in general Higher education sector is trying to shift from traditional teaching models to ‘anytime/anywhere teaching methods’ (ATM) by practicing didactic dialect with the help of technology. For the sake of understanding, in this study the technological tools used for effective educational system are referred to as ATM. The ‘sage on the stage method’ which has been practiced over centuries and decades is being replaced by ATM with the help of electronic gadgets and internet access (Brooks et al., 2011). With the cushion provided by the technology, higher education scaffolds more of a learner-centric approach, by helping the students to review the video recorded online lectures at their convenience and as per their requirement (Gorissena et al., 2012). Hence many educational intuitions and universities are providing recorded online lectures which are also supported by the lecturer fraternity (Khan, 2013a; Chang, 2007).
2.2 Higher education system in gulf region The Gulf Co-operation Council gives prominence to education by allotting 4.0% of GDP to develop the quality of education system, in particular higher education system (Q.S.C., 2012). As per the report of Dubai School of Government, majority of Arab youth perceives that, in order to bridge the gap between the academia and industry, educational reforms aligned with the technological aspects right from class rooms should take place (Mourtada and Salem, 2012; Awan et al., 2012; Khan et al., 2014, 2013). Besides this, technology oriented learning gives room for collaborative learning, which in turn empowers the students from the traditional barriers and exposes them to the competitive world (Khan, 2013b). Qatar, being an active member in GCC also envisages in attaining the goals of The National Development Strategy (NDS) 2016 and The National Vision – 2030, achieving educational excellence and human development are the need of the hour. From the time, Qatar became an independent state on 3rd September 1971, several
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initiatives were taken to improve the quality of the Education. Many policies have been underway and the allocation to improve quality of higher education is increased by 14% to reach USD 6 billion this year (Q.S.C., 2012; Stasz et al., 2007).
2.3 Importance of cognition/learning in higher education It is understood that, throughout the world students seek individual learning strategies and styles in adopting any integrated learning experience (Felder and Brent, 2005; cited Konsky et al., 2009; Lin et al., 2014; Jones et al., 2014). The cognitive process and strategic planning is largely influenced by the methods followed in the process of learning (DeCecco, 1968, cited Chiu et al., 2012; Khan, 2012). Also, the process of learning in the higher education sector made a big leap with information revolution in the form of technosavvy tools like i-pads and i-pods for effective deliberation of lectures. The method of learning and cognition is made much easier with the help of lecture broadcasting, delivering both recorded lectures and live, webcasting guest lectures, course topic demonstration videos etcetera (Oliver, 2005; cited Traphagan et al., 2010). It is advocated that required degree of cognition and conceptual intake in higher education can be maximised by providing self-study aids like video learning (Dhonau and McAlpine, 2002), webcasts and podcasts (Walls et al., 2010; Oliver, 2005). In adjunct, Chiu et al. (2012) opined that the concepts in the cognitive construct of the learners’ get bolstered with the preview of the recorded lectures and help them to synthesise the views for enhanced erudition (Zupancic and Horz, 2002). In the book of Asia e-University edition, referring to the chapter ‘Learning theories – cognitive learning theories’ states that from the cognitive learning perspective, learning involves the transformation of information in the environment into knowledge that is stored in the mind. Learning occurs when new knowledge is acquired or existing knowledge is modified by experience. Citing the work of Mayer (2002) and Traphagan et al. (2010) as per the cognitive theory of multimedia learning, a learner’s information processing system comprises of both audio and visual means and the learner synchronises information gathered in learning exercise.
2.4 Other utilities of video capturing The learning process generally improves the teacher-student relationship. The video capturing and delivering online not only helps the student fraternity, but also benefits the teaching community and the educational institution on the whole and opens gates to national and international students (Euzent et al., 2011). At the basic level it provides enough support to students and makes them self-dependent. This is very much asserted in the case of student athletes during their legitimate absence. At the higher level, it creates a sense of professionalism among the faculty members and helps them to provide good guidance to the students (DeSaintis et al., 2010). From the institution point of view, the video lecture capturing and record keeping, helps in retention of the material digitally and assures the continuum of intellectual property, which in turn increases the good will of the organisation (Davidson et al., 2011).
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2.5 Issues in learning – solution using video capture technology In this process of cognitive learning, often the students encounter many problems because of the complexities which arise in the process of correlating and interpreting the theoretical and practical aspects of education (Hoxter, 1969). Especially, if the student has ambiguity about the lectures completed and wanted to get complete information about what has been discussed in the class, it is almost impossible in traditional method of learning. This lacuna can be filled with the intervention of technology – lecture capture method (DeSaintis et al., 2010). In general, with the technological aids, students seek a learner-centric approach, which facilitates the concept of ATM for them. Also, it would be advantageous to them if the learning is coupled with the accessibility to the teaching schedules as per their requirement (Baecker et al., 2003; Traphagan et al., 2010; cited Gorissena et al., 2012; Kyei-Blankson et al., 2014). Other issues in the process of learning are challenging concepts which require additional notes and explanation, work-study time adjustments, more clarity about the missed out concepts. The study aids like lecture archiving system and recorded lectures can be used to hedge against these issues to a larger extent (Collie et al., 2009). In higher education, different academicians have different teaching styles, all the lectures may not be interactive and encouraging enough to follow and respond to the deliberation. So, a supplement for the lecture in the form of a recorded version would be very much supportive to the students and helps them to seek solutions by themselves. These technical aids like video capturing cater to the needs of the learners significantly as the cognizant and learning strategy of individuals vary from each other (Konsky et al., 2009; Brix and Lauridsen, 2014). In an analysis by Harrity and Ricci in Worcestar Polytechnic Institute (WPI), it is observed that the lecture recording system (audio or video) gives apt furtherance to the learner in the case of missed classes, aids as a special coaching for competitions, assigns home works, after class reviews. In adjunct to this, it is revealed that 78% of the students seek help from either of the above mentioned means and felt that the records allow them to review the lessons, relieve them from the stress of making notes in the class continuously. This increases confidence among students and hedges them against the situations when they are unable to tag along the faculty for any reason in the class room (Soong et al., 2006). According to the version of teaching fraternity, the issues in the process of teaching-learning like student retention in the class room, provision of supportive evidence to lectures predominantly in the case of technical courses are mostly addressed by the lecture capture mechanism (Kim, 2008). Secker et al. (2010) in their work, highlights that as per Davies et al. (2009) the time management in the class room can be done effectively and face-to-face interactions can be nurtured by using the technological teaching tools. In the process of listing the concerns about the study done at the University of Canterbury in New Zealand, O’Donoghue et al. (2007) revealed that there is a two-sided opinion about the issues in learning process using the recording system. The first opinion echoes that the payoffs to students are more by the suppleness in learning and the other felt that the return is more in investing on the quality of faculty for effective learning. Affirming the version of the first group, a questionnaire based work of Karakostas et al. (2010) enunciates that the Lectopia (iLectures or e-Lectures) plays a vital role for the students who pursue traditional laboratory courses, multi-media courses. Hassan et al. (2016) opine that, the students residing at remote areas, part-time working students, students with language barriers largely benefit from the ATMs.
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On the whole, though numerous lecture recording and delivering techniques are available ubiquitously, some students accord that, the problems in the process of learning still persist. Such problems could be due to the technical setbacks, lack of knowledge about the features of recorded lecture, apprehensions towards the new technology, not realising the need to refer the web-based material (Brooks et al., 2011). Brotherton and Abowd (2004) appended that although lecture noting is a part and parcel of the tasks of the students in the class room, access to lecture recording (LR) would be augmenting the regular method and reduces the mundane note taking.
2.6 Problems with lecture capturing Nevertheless, there have been numerous apprehensions about the negative impacts of the role of technology on the youth and their minds, especially in education sector. Research reveals that some of the ramifications could be anxiety, less attendance in educational institutions and other complexities (Traphagan et al., 2010). The analysis done by Allert (2004) divulges that, the technological aids are more preferred by weak students only to assist them in coping with the difficulty of the content. On the other hand, the high scoring students have strong likeliness for traditional method of teaching – class room lecture. Karakostas et al. (2010) discloses that the e-lectures or i-lectures, as a new concept, may not reach all the students, especially students not having technological aids. As per Chang (2007), Lectopia on one hand creates a common platform for the students with cultural and linguistic diversity; on the other hand it creates room for comparing the lectures of the faculty and leads to criticism. It also added that reliability of the technology in all cases is not considerable. Preston et al. (2010), detailing about the web-based lecturing technologies (WBLT), which states that because of the increasing demand which led to strain and pressure on the faculty by the students and institution for content recordings, faculty are not positive for the ATMs. There is always a possibility for misconception among students that eLectures or iLectures are the substitutes for the regular class room lectures (Brotherton and Abowd, 2004). So, instructors should recommend the students that all the ATMs are supportive tools and persuade them for attending the day-to-day classes with effective strategies and methods of teaching, which imbibe competitive spirit among them (Chiu et al., 2012). Table 1 synthesises all the benefits discussed by various authors. Table 1
Literature review table for the benefits of cognitive learning
Benefits of cognitive learning
List of contributions
Improve/enhance learning
Euzent et al. (2011), Greenberg and Nilssen (2009), Konsky et al. (2009), DeSaintis et al. (2010), Ford et al. (2012), Traphagan et al. (2010) and Prodanov (2012)
Understanding
Davidson et al. (2011), Brooks et al. (2011), Preston et al. (2010), Collie et al. (2009), DeSaintis et al. (2010), Ford et al. (2012) and Owston et al. (2011)
Performance improvement
Davidson et al. (2011), Brooks et al. (2011), Owston et al. (2011) and Traphagan et al. (2010)
Course content management project, examination
Euzent et al. (2011), Collie et al. (2009) and Ford et al. (2012)
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Table 1
Literature review table for the benefits of cognitive learning (continued)
Benefits of cognitive learning
List of contributions
Examination preparation
Preston et al. (2010), Gorissena et al. (2012), Brotherton and Abowd (2004), Collie et al. (2009), DeSaintis et al. (2010) and Owston et al. (2011)
Class preparation/review
Davidson et al. (2011), Brooks et al. (2011), Euzent et al. (2011), Preston et al. (2010), Gorissena et al. (2012) and Greenberg and Nilssen (2009)
Make up for missed class
Brooks et al. (2011), Euzent et al. (2011), Gorissena et al. (2012), Greenberg and Nilssen (2009), Brotherton and Abowd (2004), Konsky et al. (2009) and DeSaintis et al. (2010)
Self-dependency
Zupancic and Horz (2002), Secker et al. (2010) and Owston et al. (2011)
Confidence level
Ford et al. (2012), Soong et al. (2006) and Prodanov (2012)
With the inputs provided by this limited review, the study heads to seek the feedback of the higher education students of Qatar University to assess the following factors: Improvement in learning, better understanding, performance improvement, course content management, examination preparation, self-dependency, confidence levels.
3
Methodology and data collection
The aim of the study being, ‘to know the impact of video lectures on the cognition levels of the students’, two types of data is collected from the students of various courses. The first type is through the research instrument ‘questionnaire’ and the second is their scores of the courses – pre and post.
3.1 Data and tools To achieve the objective of the study, qualitative data is collected from the student’s preferences against the questions framed about the role of video lectures on the cognition level of students. Apart from the demographics of the students, the questionnaire consists of eleven important questions which bring out the opinion of the student about the benefits of the video capture method. These responses are ranked on the five-point Likert scale from ‘strongly agree’ to ‘strongly disagree’. An open ended question is also given at the end of the questionnaire to invite the suggestions and constructive comments of the students for enhancing this technology. As mentioned above, the scores of the students before and after their respective courses, which are recorded using video capture technology, are noted. This will reveal the impact of the video capture technology on the cognitive level of students.
3.2 Study group The data for the study is collected from 124 students in Qatar University during the academic year 2013–14. Among them, only 97 have answered the questionnaire. In order to avoid bias in results, the respondents are selected at random from four different courses (Spring 2013_MIST201, Fall 2013_MIST201, Spring 2014_MIST201 and Spring
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2014_MIST304) in the university, in which the technology video lecture capturing is being introduced. These courses are selected at random and the required data for first stage of analysis is collected from them using the study tool, questionnaire. Apart from the data collected through questionnaire, the scores of the students belonging to the above said courses are recorded before the beginning and after the completion of their respective course, to understand the utility of lecture capturing technique quantitatively by their scores.
3.3 Explanatory and explained variables To know the role of video recorded classes on the cognition level of students, a set of explanatory and explained variables are identified with the help of the literature. The basic independent variable is ‘video capture technology’ and the dependent variable is the ‘cognition level of students’. The impact of independent [explanatory] and dependent [explained]variables is known through two intermediate variables namely ‘subject related benefit’ and ‘personality related benefit’. The relation among all these variables is explained through the theoretical model 3.1.
3.4 Methodology The first type of data (the qualitative data obtained using the questionnaire) is analysed using descriptive statistical techniques and ANOVA [one-way technique to check the significance of the means within and between the groups]. Also, during the second stage of analysis the quantitative data (of scores) is analysed using paired t-test individually to know the effect of the video capture method for each course and combined for all the considered courses. Finally, in the third stage, thematic analysis is used to synthesise the open-ended questions. Thus to perform these analyses, pertinent statistical techniques are used and advanced statistical package SPSS 20 is used for the analysis and inferences are drawn accordingly. The results are tested at 5% level of significance.
3.5 Theoretical model and hypothesis As per the literature review it is understood that technological aids add tangible and intangible value to the students to a great extent in multiple dimensions. These benefits are identified and the following theoretical frame work is designed accordingly. The research instrument questionnaire is thus prepared in line with the theoretical framework (Figure 2) for further analysis. Figure 2
Theoretical model of the benefits of video capture technology
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4
Statistical analysis
4.1 First stage of analysis At the outset, to know the source of variation in the data, the variables age, average score, nationality and working status of the students are considered. These variables are tested to know the significant difference among the scores of various courses using ANOVA one-way technique. The ANOVA one-way aims to look into the variation due to the age, average score, nationality and working status of the students for the scores of four courses (Spring 2013_MIST201, Spring 2014_MIST201 and Spring 2014_MIST304). So, hypotheses framed accordingly are – H01 There is no significant difference between the means of age for the courses. H11 There is significant difference between the means of age. H02 There is no significant difference between the means of average scores for the courses. H12 There is significant difference between the means of average scores. H03 There is no significant difference between the means of nationality for the courses. H13 There is significant difference between the means of nationality. H04 There is no significant difference between the means of working status for the courses. H14 There is significant difference between the means of working status. The results obtained so, from the analysis are given in Table 2. Table 2
Age Average score
Comparison of means according to scores of the courses Spring 2013_MIST201
Fall 2013_MIST201
Spring 2014_MIST201
Spring 2014_MIST304
N = 41(42%)
N = 17(18%)
N = 20(21%)
N = 19(19%)
20.95 ± 2.17
21.7 ± 2.20
20.9 ± 1.5
21.8 ± 2.3
0.29
4.49 ± 0.4
4.34 ± 0.57
4.26 ± 0.54
4.37 ± 0.48
0.18
P-value
Nationality
1.17 ± 0.38
1.88 ± 0.33
1.3 ± 0.47
1.26 ± 0.45
0.001
Working status
1.83 ± 0.38
1.76 ± 0.43
1.8 ± 0.41
1.89 ± 0.31
0.77
The analysis suggests that the means of the three variables – age (p = 0.29), average score (p = 0.18) and working status (p = 0.77) are in-significant [p > 0.05]. Hence, the null hypothesis can be accepted and it can be stated that there is no statistical difference among the means of the variables for the courses. But the significant p-value (p = 0.001; p ≤ 0.05) of the variable nationality infers that there is significant difference in nationality for the scores of the courses. This significance could be because of high difference between the number of nationals and non-nationals. On the whole, it can be inferred that the variation in the scores of the courses is not very much caused by the observed
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variables of the study except nationality and may be the video capture methods can be a cause of the variation. This is tested in the second stage of analysis considering the pre and post scores of the courses as proxy for cognition levels of the students.
4.2 Second stage of analysis During the second stage of analysis, the quantitative data of scores is tested for the significant increase or decrease as an impact of video capture method. The scores of the four courses are considered separately as well all combined for exercising paired t-test. The following are the set of hypotheses framed for the paired t-test: H01 There is no significant improvement in the course ‘Spring 2013_MIST201’scores of students. H11 There is considerable improvement in the course scores of students. H02 There is no significant improvement in the course ‘Fall 2013_MIST201’ scores of students. H12 There is considerable improvement in the course scores of students. H03 There is no significant improvement in the course ‘Spring 2014_MIST201’ scores of students. H13 There is considerable improvement in the course scores of students. H04 There is no significant improvement in the course ‘Spring 2014_MIST304’ scores of students. H14 There is considerable improvement in the course scores of students. The results of the tests are tabulated to know whether there is any significant difference in the mean scores of before and after introducing the video capture method. This result shows the impact of the new technology on the cognitive levels of the students quantitatively. So, from Table 3 it can be understood that among the scores of four courses, three are showing significant increase. Table 3
Results of paired T-test (individual courses) for the scores of the students
Course name
Pre-test
Post-test
P-value
Spring 2013_MIST201
75.7 ± 5.6
79.7 ± 7.4
0.001
Fall 2013_MIST201
75.4 ± 6.7
77.5 ± 14.2
0.49
Spring 2014_MIST201
75.6 ± 6.6
77.9 ± 7.1
0.05
Spring 2014_MIST304
75.2 ± 5
79.6 ± 6.4
0.001
A detailed understanding discloses that there is a significant increase of 4, 2.3 and 4.4 for the courses Spring 2013_MIST201, Spring 2014_MIST201 and Spring 2014_MIST304 respectively with p-value ≤ 0.05. From the values of table 4, it can be stated that there is significant increase in the scores of the students for the above said courses. This inference supplements the output of the first stage analysis, saying that there is a considerable effect of video capture method on the cognition level of the students. The paired t-test result of the combined score also proved the same with a significant increase of 3.6 between pre and post test results.
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Table 4
Results of paired T-test (combined data of all courses) for the scores of the students
Course name
Pre-test
Post-test
P-value
Student scores
75.7 ± 5.7
79.3 ± 8.9
0.001
4.3 Third stage of analysis The third type of data is the descriptive data which consists of the comments and suggestions of the students regarding the video capture technology and its benefits. After a thorough review of the comments given by the students of various courses, they are consolidated and segregated under the identified themes: video and audio clarity (technical quality), beneficiary to lecturers, applicable to all classes/courses, beneficiary to students and general liking. Then the percentage of the comments under these themes as per the courses are calculated and given in Table 5. Table 5
Percentages of the students as per the themes Theme → Course ↓
S. no.
Video and To be Beneficiary Beneficiary General audio clarity applicable to lecturers to students liking (technical to all classes/ (%) (%) (%) quality) (%) courses (%)
1
Spring 2013_MIST201
30
-
30
26
14
2
Fall 2013_MIST201
76
-
-
24
-
3
Spring 2014_MIST201
13
13
20
20
13
4
Spring 2014_MIST304
64
-
18
9
9
Total %
44.1
3.4
20.3
22
10.2
Figure 3
Pictorial representation of the percentage of themes as per the courses (see online version for colours)
Figure 3 clearly mentions the feedback of the students regarding the benefits of video capture method of teaching. As per the response of the students, it can be strongly stated that the student community is pro to the innovative technology ‘video capture method of teaching’. The data collected using Likert scale in the first stage of analysis affirmed the same. The second stage of analysis also proved this fact quantitatively through a
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significant increase in the scores of the students after the implementation of video capture method than before implementation. The third stage of analysis (data collected from the open-ended question) also affirmed the same. In addition, a good number of students mentioned their views about this technology. The course wise interpretation of the data in Table 5 reveal that 30% of the students from the course Spring 2013_MIST201 are looking for better quality of the technology and tools (video and audio) and the same percent aspire for the technology, being useful to student community (26%), to be adopted to all courses in the university. Apart from this, there is a general liking of 14% for this venture. Also, more than three-fourths of the students (76%) of the second course, Fall 2013_MIST201 expressed their keenness for the technical quality and from the same group, 24% mentioned that video capture method adds value to the students. Among the students of the third course Spring 2014_MIST201, an equal percentage (20) expressed their opinion about the requirement of the video recording technology for all the classes/courses and also felt its utility to students as well as the teaching community (13%). Yet, they not only proclaim (13%) the need for the best output quality of the recorded lectures but also expressed their liking (13%) for this new venture. The feedback from the students belonging to the course, ‘Spring 2014_MIST304’ voice (64%) the need for the technical quality of video lecture as well as its spread. For the remaining two constructs, an equal percent of them opined about the benefits of this technology to the students and expressed their liking for it (9% each). On the whole, this research study brought the interests of the students with respect to the modern teaching techniques into limelight. Understanding the requirements for the effective means of pedagogy and effective implementation of those for disseminating the knowledge, is dire necessity in the present day world where in technology is moving by leaps and bounds.
5
Conclusions
The detailed and step wise analysis of the data gave a clear picture about the impact of the new technology on the cognitive levels of the students and what actually they are looking for. The first stage of analysis gave an initial reasoning through ANOVA technique that the variation in the scores of the courses is not caused by the basic demographic factors. The second stage of analysis proved this by inferring that the variation in scores is considerably increased after the implementation the video capture method than before. Finally, the third stage of analysis added to this through the voice of students that they got benefited by the new venture and are anticipating for such technology with enhanced quality for all the courses. So, it is asserted by the students that video capture technology with high quality is the need of the hour for multifaceted development of the stake holders (students and lecturers) in a pioneering educational set up.
5.1 Unique contribution of study Though there are certain limitations of the study (with respect to the size of study group and etcetera), which could not overcome because of many constraints, this study can be of great help to the educational institutions and for all the other stake holders of this sector. The output of the study demands for an environment where in the students as well
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as the faculty members can enrich their knowledge by reaping the benefits of technology. It is an undisputable fact that this can obviously lead to all round development of the society. Tapping the gaps of this study (like, less response from the faculty members and lack of understanding of the students about the purpose of the study) can help the future research aspirants in this field. As these kind of requirements for the effective pedagogy is an ongoing process, identifying them and attending them from time to time gives better scope for the budding scholars. Also, for the authorities of the institutions and other policy makers this work helps to identify the underpinning factors for aiming at operative strategies to address the education sector requirements.
5.2 Future research directions Future research should concentrate more on identifying impact of applying different types of video capture tools on the learning of the students. The future researches can also explore possible effect of these technologies on gender, nationality, and age groups. This research is confined to the students of Qatar University and in future the scope of the research can be expanded to the students of different institutions within Qatar and outside Qatar.
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Appendix Descriptives AGE
AVERAGE
NATIONALITY
WORKING
N
Mean
Std. deviation
1
41
20.95
2.167
2
17
21.71
2.201
3
20
20.9
1.483
4
19
21.84
2.292
Total
97
21.25
2.087
1
41
4.49
0.411
2
17
4.34
0.574
3
20
4.26
0.544
4
19
4.24
0.474
Total
97
4.37
0.488
1
41
1.17
0.381
2
17
1.88
0.332
3
20
1.3
0.47
4
19
1.26
0.452
Total
97
1.34
0.476
1
41
1.83
0.381
2
17
1.76
0.437
3
20
1.8
0.41
4
19
1.89
0.315
Total
97
1.82
0.382
ANOVA
AGE
AVERAGE
NATIONALITY
WORKING
Sum of squares
df
Mean square
F
Sig.
Between groups
16.304
3
5.435
1.258
0.293
Within groups
401.758
93
4.32
Total
418.062
96 1.664
0.18
12.677
0
0.375
0.771
Between groups
1.164
3
0.388
Within groups
21.688
93
0.233
Total
22.852
96
Between groups
6.319
3
2.106
Within groups
15.454
93
0.166
Total
21.773
96
Between groups
0.167
3
0.056
Within groups
13.853
93
0.149
Total
14.021
96
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H.U. Khan
Appendix (continued) Paired samples statistics Pair 1
Mean
N
Std. deviation
Sig.
Spring2013_MIST201
75.78
102
5.573
0.001
V2
79.72
102
7.325
Paired samples statistics Mean Pair 2
N
Std. deviation
Sig. 0.49
Fall2013_MIST201
75.45
22
6.71
V4
77.45
22
14.252
Paired samples statistics Mean Pair 3
N
Std. deviation
Sig. 0.05
Spring2014_MIST201
75.69
29
6.645
V6
77.9
29
7.189
Paired samples statistics Pair 4
Mean
N
Std. deviation
Sig.
Spring2014_MIST304
75.2
25
5.099
0.001
V8
79.56
25
6.41
