 button in the bottom right hand corner so just type a message there and I'll see it brilliant thank you kitty um would you like me to let everyone in now or do you want a few minutes yes sure okay brilliant I will let everyone in I'm going to go off screen now things hello Ellen hello hi Ellen I can hear you um but I can't turn on my camera I'm not sure why I'm not working still it's not working I'm not sure why um let me see if the checking is correct uh I don't know where to get the setting let me see can you can you see me now oh no not really I can see oh great great wonderful wonderful um so let me see where I can share okay um can you can you see us can you see the screen yes very clear okay on the phone so do we start now or do we have to wait for the facilitator um to signal our start of the presentation I guess Katie would be the facilitator okay so maybe wait for her signal and I I could see her um reply in the chat box oh please start okay wonderful wonderful okay um so there you go let me share let me go to the full screen sorry one moment please I'm not so not not sure why I can't get this right um thank you everyone thank you for having us my colleague no we're not no below and I are very happy to be here presenting to you our paper lesson recordings in post COVID 19 higher education teacher perspectives and experiences but before we start we'd like to acknowledge that we delivered a presentation based on the same paper at the Chinese University of Hong Kong teaching and learning innovation expert last last December so this presentation will be largely similar to that one but with some revisions and modifications so here's what we are going to cover first we will briefly introduce the background of our research then we'll discuss our research aim and objectives followed by a literature review and methodology and finally we'll be happy to share with you our results and discuss some of the key findings and their implications um so first four let me talk about the research background um obviously we all know that the landscape of higher education has been transformed because of the outbreak of the pandemic back in 2019 prior to the outbreak and the unprecedented disruption of the COVID 19 pandemic the educational landscape of higher education was largely characterised by traditional in-person instruction and on-campus learning experiences so basically all the students had to go back to campus in order to have lessons face to face at that time online education and virtual educational resources already existed in the forms of online courses and degree programs but the availability of such options was limited they were a nascent the novel option for select student populations and various specialized institutions so basically what's being discussed here is MOOCs short for massive open online courses which target individuals in our individuals seeking to learn new skills or knowledge rather than as a mainstream option for higher education another example is programs offered by vocational schools and online universities but those were not widely recognised as equivalents to traditional in-person degrees however the pandemic has significantly accelerated the adoption of these technologies and transformed them into a mainstream option for higher education as the global community endeavor to cope with social disruption lockdowns and large-scale quarantines efforts to preserve the educational process accelerated the transition towards a virtual educational ecosystem the virtualization of education has created both challenges and opportunities for us as teachers and educators this structural shift from traditional to online classrooms has resulted in a hybridised solution so basically it's like both on and offline that integrates virtual learning resources into the scope of pedagogical tools this revised interactive solution encourages student engagement while also utilising an array of innovative technological tools to assist teacher effectiveness and actively motivate student learning um that was something unprecedented um I still remember at that time some of my colleagues totally didn't see that coming when the announcement that face-to-face classes were completely suspended was made across the Hong Kong University ecosystem the emergence of hybrid learning has resulted in the development of new learner support strategies that include virtual lessons and an emergent platform of interactive gamified solutions however the most prominent one during the COVID had to be the use of recorded lessons now as we can say recorded lessons have played a central role in online education from a learning perspective from a learner perspective the use of recorded lessons allow students to self-pace their knowledge acquisition process creating asynchronous opportunities for reviewing lessons with playing teacher lectures and exploring additional information independently however the focus is mostly puts on the learner perspectives we must also acknowledge the importance of teachers as they play a vital role in shaping students learning experiences and outcomes therefore this study focuses on the teacher perspective contributing new insights regarding recorded lessons and their virtual role in Hong Kong educational institutions since teachers are the core members involved in integration of digital learning resources in the lecture material the primary aim of this study was to critically compare the perspectives of teachers regarding the efficacy and learning value of recorded lessons to identify strategies for improving future applications in university settings now more specifically we've come up with the following core research objectives first consult and analyze prior literature to develop a conceptual representation of digital learning in practice and classroom design strategies second it is to identify the core expectations and challenges in designing recorded lessons weighing the balance between delivery and receptivity in spots the next is to conduct interviews with teachers to capture experiential feedback regarding recorded lessons and their at them and their effects on the learning process from both perspectives and finally propose the best practices and strategies for improving recorded lesson design and maximizing student learning outcomes in virtual learning settings in Hong Kong higher education institutions now while we are pursuing this study there was one single central research question guiding this investigation what perceptions and experiences the teacher's report regarding recorded lessons and student learning outcomes in English language education this question focuses on the primary stakeholder in the lesson administration procedure that is the teacher and the downstream effects of emergent teaching modality recorded lessons on student learning outcomes as they relate to nor the transfer and assessment performance in addition to this broader question there were four sub questions that were answered during the research process number one what are the primary goals of recorded lessons and how are such goals achieved two what effects do recorded and virtual lessons have on student engagement and in the learning process three how prepared are teachers for recorded lessons and are their skills or resources needed to improve this role and finally what strategies or techniques could be applied to filter recorded lessons to improve student learning outcomes while trying to answer the question the core research question right here we got some insight from the literature during the research process in particular the following core concepts have been identified and that helps us to conceptualize the whole thing here so altogether you can see six different concepts here so first it is something to do with the accessibility which can be seen as the availability of key coursework following lectures and classroom exercises and two engagement which refers to students active pursuit of knowledge and investment in the learning process and three reinforcement which is enabled by the supply and repetition of key concepts number four student support which is defined as the ability to monitor and support student learning with specific reference to recorded lessons and five knowledge building which can be understood as the pursuits of new knowledge and competencies over time and last but not least reflection and improvement the active evaluation of lesson value and student engagement through critical teacher and student reflection now these concepts can visualize as a multi-layered solution and represented through this conceptual framework at this point we'd like to highlight the close link between this framework and our research question so once again the research question is right here so basically this framework provides a theoretical foundation for the research question and this research question may suggest adjustments I mean the response or the answer we get from this research question may suggest adjustments to be made to the implementation of recorded lessons and ultimately it has the potential to provide valuable insight into how to maximize the contributions of recorded lessons while proactively preventing and overcoming potential challenges in the actual implementation having covered the conceptual framework based on literature review we'd like to now move on to the next part the methodology in this research a qualitative a qualitative thematic analysis of specific teacher experiences and insights was conducted we adopted we adopted this qualitative approach because of the following justifications now first of all the scale of this research sample was inherently constrained so basically we are just interviewing teachers we're including teachers as core members but not but not students so the size will be quite small constrained second this this predominantly qualitative approach that the constructivist philosophy relies on can be applied to a critical and comparative a comparative analysis of participant feedback regarding recorded lesson experiences allowing for deeper exploration of personal narratives and experiences so basically during the interview we would like to let's say at least get some insight from the insiders from the frontliners or from the core members of the implementation of recorded lessons we also believe that this method of data analysis can enable can enable us to identify patterns and key themes emerging from the data to be more specific the first step involves the sampling of participants so for the sampling um it involved targeting teaching professionals with direct experiences with recorded lessons currently employed within the hong kong english language departments and various higher education institutions following multiple series of emails a combined sample of 40 teaching professionals representing eight distinct institutions was identified all of whom met the criteria for the inclusion in the study the next step involves the interview the actual interview part so um it was done over three week period and it was conducted individually in english using virtual resources including zoom and microsoft teams the instrument itself was purposefully limited in a scale to just seven questions so these are the seven big questions i'm sorry for the um formatting here i'm not sure why but anyway um so these are the same questions um the target are the target are specific insights and experiences relative to recorded lessons rather than more general analysis of such as illusions so these are the seven um questions number one how do students respond to online recorded and recorded lessons two how uh what was the primary impact of recorded lessons on student engagement in regular lessons in cause work and assessment performance and number three um what impacts the recorded lessons have on the selection and delivery of the lesson material of the performance all approached in lesson planning and four is this um uh an effective solution for university education why why not and then number five how comfortable are you with the use of recordings for synchronous lessons does this affect the role as an educator and six what is the preferred mode of classroom delivery and seven what supports solutions or teacher or teaching resources would you like to receive um in the future of university classrooms to improve learning learning outcomes so afterwards we did the um after after we did the interviews we transcribed the interviews so um using automated online technologies and the end results of this study were then analyzed thematic thematically by applying merriam's analytical thematic coding technique which involved a line by line identification of major thematic thematic elements related to each of the targeted interview questions in the following i'll pass the turn to no role to discuss the key findings and their significance noble please thank you very much ellen so before going through the results and discussion let's take a look at this seven interview questions again this first question prompted the teachers to reflect upon their online and recorded lessons just says the typical student response the second question focused more specifically on the performance effects of recorded lessons highlighting a range of themes related to active engagement and conceptual awareness the third question explore how the adoption of recorded lesson affected their delivery of teaching materials and approach to teaching the fourth question investigated a teacher's view on digitalizing university education the fifth question prompted to teachers digital literacy and the perceived ease of using recording technology for their students the sixth question prompted the teachers to indicate the performance and preference for the mode of delivery of rating um different factors based on their own teaching pedagogies and student learning effectiveness the seventh and final question invited the teachers to make suggestion on the support that should be provided to improve learner outcomes however because of the time limit we'll only focus on three main questions namely questions one question five six and seven so for question one how do students respond to online and recorded lessons so this question prompted the teachers to reflect upon their online and recorded lessons just says the typical student response um in general the feedback suggested that students responded positively with p2 observing a positive engagement with a recorded lesson lots of positive feedback similarly p16 acknowledge a short learning curve and a successful level of participation and investment in a recorded lesson and is great for reinforcement of concepts so despite these and many other similar experiences there are several concerns various student responses for example p37 indicated that i think there's an exception um expectation that you can slide by in recorded lectures it affects the student attention span and to be honest it may have a negative effect on their knowledge retention also people argue that it's too easy when there are no consequences for students i can't track their level of focus it gives a lot more freedom and some lack the discipline to use it wisely in response to both the positive and negative effects of recorded lessons the participants outline the practical advantages of such technologies p24 indicated that most of my students maintain their attention span in our virtual activities and were very participative in classroom discussion and active learner exercises by combining recorded lessons with in-class exercises i.e. traditional or virtual students were applying to knowledge they gain and reinforcing the understanding through practical exercises according to p12 further p40 indicated that there's a lightness a level of freedom in a classroom now that students are not afraid of falling behind and can reveal less in the home this flexibility was widely cited as the primary benefits of recorded lessons despite the other concerns regarding the depth of focus and effectiveness of such experiences although the procedure procedural value of recorded lessons was expected the feedback indicated that there was a continued expectation of teacher involvement and student support as observed by p14 despite having the recorded lessons available on demand i still encountered a significant number of students seeking assistance so this really wasn't any difference to my um traditional lectures i think sometimes it's about reinforcing the adults and ensuring they have the concept right so just now i've highlighted teachers assessment of um learning based on student response to all nine recorded lessons i would like to now focus more on teachers view so if you still remember our research question is what perceptions and experiences to teachers report regarding recorded lessons and student learning outcome in english language education so knowing teachers preference for the more of delivery can therefore help us move forward and ultimately formulates based teaching practices that will maximize students learning approximately half of the participants in our study express the difficulty in um the adoption of recorded lessons for example when participants found it challenging to carry out the um teaching objectives and make video recordings available for all nine students at the same time this feeling may be a result of the fact that um everything happened so quickly as an auto respondent indicated that there is a learning curve to using the technology to um record and making responding adjustment so this feeling is even intensified when teachers were asked to deliver lessons in a hybrid mode as there were a sense of performing double duty recorded lectures and then giving lectures and it creates a significant time burden that we need to be supported in or compensated for it's clear that the use of recording adds to the burden of the teacher so it's not difficult to imagine that they might have a preference or um for delivering lessons in a traditional face-to-face classroom when asked to indicate their preference for the mode to the mode of delivery by waiting different factors beyond that based on their own teaching pedagogies and student learning effectiveness so despite the advantages of recorded lessons most confirm that traditional face-to-face classroom were their preferred mode of delivery with several key insights reported to regarding teaching tricks and practices so for example p-18 suggested that I value my time in front of my students and I value my ability to observe their reactions in class to see if they are paying attention and the concept we need to reinforce them and p-21 further indicated that I think that we set a strong example in traditional classroom there's no experience like learning face-to-face however as such resources have evolved p-38's reported that there's a new generation of student who know only video and digital experiences this means that they value teacher support them in the same way and it motivates their learning during upon this next generation proposition p-14 proposes that we complete both in and online classes with recorded lectures we shouldn't have to do this separately it can be as simultaneous discipline that is posed online later to support student learning and salary enforcement so these insightful comments point to the direction that even though a face-to-face mode is preferred we as educators must acknowledge the importance of digital resources they can add value to student learning in this regard the seventh and final question invited the teachers to make suggestion on a support that should be provided to improve learning or learner outcomes so here are the recommendations so first of all so to use and support for video rugby and media coaching enhance recording tools and equipment uh online supports portodes and dedicated technological staff IT staff student test support in class video timenodes interactive digital resources and time and additional support for let's infrastructure for video so by exploring the responses to these four interview question in our research we can see that the fit provided by these teachers suggests that um digital and recorder videos offer opportunity to support those students who require reinforcement of key concept and specific language learning needs so for example um tones and meta usage usage etc so it's also so that there's a developmental relationship between students engaged in self-directed behavior and knowledge seeking on concept acquisition and retention more although these teachers report to support for more traditional classroom services the successes they cite in this study indicated that further educational opportunities will include a hybridized multi or multi technological solution that likely relies upon recorder lessons and lecturers from what we can see here there are at least three pedagogical implications but because of the time limit again we cannot or we are not going to discuss them one by one in detail however it's clear that thorough the participant feedback is evident that while the intention of the provision of lecture recordings for students can have a positive impact on teaching and learning to implementation me at the same time cause concerns and challenges for educators given the complexity of the issue careful consideration and execution should be the top priority for any educators before rushing to record their lessons so in terms of learning diversity and learning effectiveness there's a value in the use of video recordings because video support has a reinforcement value for students of varying skillsets as they can address a diverse range of competencies and learning leads of students regarding interactions things can get a bit tricky while recorder lectures provide the benefits of flexibility and convenience they can also reduce opportunities for interaction and engagement with teachers and students which are incisor components of effective learning experiences so in this regard educators are recommended to consider how to maximize opportunities for interactions and engagement by incorporating interactive elements further take away from our study is the value of videos as a tool for teachers self reflection to improve teaching practices and despite the many advantages of offering recorder lessons some teachers participating in this study have expressed the concern over various issues ranging from students dependency on video lessons and poor attendance in live face-to-face lectures to the technical difficulty in uploading editing and sharing the videos however these challenges are in no way insurmountable rather the solution lies in adapting to the new educational landscape and strengthening communication and collaboration between teaching and IT staff for example teachers should work closely with a dedicated team of IT staff responsible for sharing and processing the videos such as setting a limit on the availability of the videos adding interactive elements like public question in the video recordings we believe that such a shift of responsibility from teachers to an IT support team can ensure that teachers can focus on teaching while supporting student use of video recordings to conclude there are two computer perspective in relations to recorder lessons and the virtualization of university coursework number one teachers prefer face-to-face courses and number two teachers value the additional digital resources provided to their students so there are the references used in the presentation there's a reference list so if you have any question please review to let us know and we're happy to answer them during the open floor discussion thank you very much yeah thank you yeah thanks Ellen thank thanks Katie thank you everyone so now I guess that's the open discussion that we are going to wait for the question or suggestion or comment from the moderator or for participants if you've got any question you can also unmute yourself or or type in a checkbox thanks hi thank you both that was really good thank you very much um I'm going to stop the recording now um and um they'll be made available for people afterwards but yeah I don't I don't think there are any any questions so yeah I'm going to end it now but thank you very much that was great my pleasure