As well as providing a written caption of what is being said during the lectures, this system also offers a sophisticated search functionality, as well as access to a total transcript of the lecture. Recordings and captions were created using the existing captioning system available through Curtin’s lecture recording platform-Echo360. The latter unit was added to the study serendipitously when its lectures were required to be captioned through a request from the Curtin Disability Office during the study period. In 2016 students in the Curtin University unit Web Communications (an introductory unit for the Internet Communications major) and its complementary first year unit, Internet and Everyday Life, along with a second year unit, Web Media, were provided with access to closed captions for their online recorded lectures. However, the same study revealed that students were largely unaware about the availability of captions and transcripts, nor how to access them. For example, a recent study found that the broader student population utilised lecture captions and transcripts in order to focus, retain information, and overcome poor audio quality (Linder). Captions also have demonstrable benefits for the broader student cohort beyond these at-risk groups (Podszebka et al. In addition to these three main groups of at-risk students, captions have also been demonstrated to increase the learning outcomes for older students (Pachman and Ke, 2012 Schmidt and Haydu, 1992). The use of captions has been shown to increase vocabulary learning (Montero Perez, Peters, Clarebout, and Desmet Montero Perez, Van Den Noortgate, and Desmet) and to assist with comprehension of presenters with accents or rapid speech (Borgaonkar, 2013). The third group of at-risk students identified as benefiting from captioning recorded lecture content are those from a NESB. While, anecdotally, captions are also seen as of benefit for students with attention deficit hyperactivity disorder (ADHD) (Kent et al.), studies have proved inconclusive (Lewis and Brown). Reagon et al.) and students with dyslexia (Alty et al. This includes students with autism spectrum disorder (ASD) (Knight et al. The use of captions for students with a range of cognitive disabilities has also been shown to help with student comprehension of video-based instruction in a higher education context (Evmenova Evmenova and Behrmann). Maiorana-Basas and Pagliaro Marschark et al.). Captions have been found to be superior to sign language interpreters, note takers, and lip reading (Stinson et al. These include people who are D/deaf or hard of hearing, those with other learning difficulties, and those from a non-English speaking background (NESB).įor students who are D/deaf or hard of hearing, captions play a vital role in providing access to otherwise inaccessible audio content. Literature ReviewĬaptions have been found to be of benefit for a number of different groups considered at-risk. This article reports findings of research assessing the usefulness of captioned recorded lectures as a mainstream learning tool to determine their usefulness in enhancing inclusivity and learning outcomes for the disabled, international, and broader student population. However, while the requirement for-and benefits of-captioned online lectures for students with disabilities is widely recognised, these captions or transcripts might also represent further opportunity for a personalised approach to learning for the mainstream student population (Podszebka et al. As a result, to date their use has been limited. In Australian universities, many courses provide lecture notes as a standard learning resource however, captions and transcripts of these lectures are not usually provided unless requested by a student through dedicated disability support officers (Worthington).
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |