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Nice to watch? Students evaluate online lectures

Overview of attention for article published in Clinical Teacher, March 2017
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About this Attention Score

  • In the top 5% of all research outputs scored by Altmetric
  • Among the highest-scoring outputs from this source (#17 of 564)
  • High Attention Score compared to outputs of the same age (92nd percentile)
  • High Attention Score compared to outputs of the same age and source (93rd percentile)

Mentioned by

twitter
47 tweeters

Citations

dimensions_citation
2 Dimensions

Readers on

mendeley
18 Mendeley
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Title
Nice to watch? Students evaluate online lectures
Published in
Clinical Teacher, March 2017
DOI 10.1111/tct.12629
Pubmed ID
Authors

Sturman, Nancy, Mitchell, Benjamin, Mitchell, Amy

Abstract

Many clinical teachers who previously gave face-to-face lectures now record presentations for students to view asynchronously online. These teachers need to understand student expectations of online lectures (OLLs), and their place in the overall 'ecology' of student learning resources, in order to ensure that students watch, and learn from, their lectures. We conducted focus groups with a convenience sample of medical students undertaking their general practice placements, exploring student uses, evaluations and expectations of OLLs. Focus group discussions were recorded and transcribed verbatim. The transcripts were initially reviewed independently after each focus group by two of the authors, and then discussed. Descriptive categories and emergent themes were arrived at by an iterative consensus, and subjected to member checking. Teachers need to understand student expectations of online lectures and their place in the overall 'ecology' of student learning resources RESULTS: Five focus groups were conducted with 36 students in total, and no new themes emerged after the third group. Students seem to attach importance to a number of factors within the categories of: (1) content, (2) organisation and structure, and (3) design and format. The OLLs delivered by clinical teachers seem to be valued by students, and to have a distinctive role within their overall learning resources. We suggest that the latter be curated coherently by faculty members, and that OLLs meet student expectations of relevance, brevity, focus, alignment with assessment, logical and transparent structure, sparing use of interactivity and distractions, and tight alignment of their content. Our findings may not be intuitive to clinical teachers more accustomed to face-to-face lectures, and may assist them to evaluate their OLLs.

Twitter Demographics

The data shown below were collected from the profiles of 47 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 18 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 18 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 4 22%
Researcher 4 22%
Student > Bachelor 2 11%
Other 2 11%
Student > Ph. D. Student 2 11%
Other 4 22%
Readers by discipline Count As %
Medicine and Dentistry 9 50%
Veterinary Science and Veterinary Medicine 3 17%
Agricultural and Biological Sciences 2 11%
Psychology 2 11%
Social Sciences 1 6%
Other 1 6%

Attention Score in Context

This research output has an Altmetric Attention Score of 31. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 17 March 2018.
All research outputs
#461,810
of 12,512,555 outputs
Outputs from Clinical Teacher
#17
of 564 outputs
Outputs of similar age
#18,877
of 251,836 outputs
Outputs of similar age from Clinical Teacher
#3
of 47 outputs
Altmetric has tracked 12,512,555 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 96th percentile: it's in the top 5% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 564 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 6.3. This one has done particularly well, scoring higher than 96% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 251,836 tracked outputs that were published within six weeks on either side of this one in any source. This one has done particularly well, scoring higher than 92% of its contemporaries.
We're also able to compare this research output to 47 others from the same source and published within six weeks on either side of this one. This one has done particularly well, scoring higher than 93% of its contemporaries.