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The Effect of Panopto on Academic Performance and Satisfaction of Traditional/Distance Education Students

Abstract

Distance Education (DE) is a growing alternative to classroom instruction. Distant programs provide unprecedented access to education to the many students that would otherwise be unable to enroll in classes, from working adults who cannot fit traditional classroom schedules into work and family responsibilities, to the more traditional students that cannot fit a class into a busy academic schedule (Mendenhall, 2007). However, for many participants, the appealing features of DE are offset by their perception of social isolation, particularly from their instructor. DE is often criticized because of the lack of face-to-face instructor-student interactions (Richardson and Swan, 2003).

To address issues stated above, this research was conducted with the primary goal to test and validate the effectiveness of Panopto, a tool that provides a “virtual lecture” ambiance into online deliveries which lack the conventional aspects of classroom interaction. Panopto allows educators to capture, edit, and stream audio and video via the web and provides indexing and archiving capabilities as well. Captured materials can be searched, linked, and annotated through the software, and recorded materials can be embedded in Blackboard Vista. It gives students on- demand access to indexed lectures and course material, enabling them to experience or revisit entire lectures, or to focus on segments of their choice.

Introduction

This study was conducted to investigate whether Panopto adds value in enhancing the learning experience for students enrolled in an Engineering Technology curriculum. Panopto is a software-based application that captures lecture sessions as rich media recordings including video, audio, and screen capture components. Through an internal research grant, this study coincided with the initiative by the Department of Engineering Technology at a large southeastern university in performing a trial test of Panopto lecture capturing to validate how it can augment the effective delivery of course lectures. The particular engineering course selected for the study provided an excellent research context as it included both traditional, on-campus students as well as non-traditional, Distance Education (DE) students in the same section. This mixture of different student bases also enabled comparison of how Panopto was perceived by students within different academic settings as a medium to enhance learning experiences.

As DE has become a growing alternative to traditional face-to-face classroom instruction, an increasing number of universities are offering more formal and informal courses to satisfy the growing demands of industry and the individual student.1 DE programs provide unprecedented access to education to many students who would otherwise be unable to attend classes. These include working adults who cannot fit traditional classroom schedules into work and family responsibilities, and the more traditional students who cannot fit a class into a busy academic schedule.2 Exploring DE methods of delivery to reach students at their place of work, their home,

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Cho, C., & Kuyath, S. (2010, June), The Effect Of Panopto On Academic Performance And Satisfaction Of Traditional Distance Education Students Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16633