For example, if several math students had an issue on a specific problem, then the teacher could demonstrate how to work the problem through a screencast. Faculty members can also use this technology for remediation. Teachers can use a screencast to describe why certain errors are being marked and give suggestions. Screencasts can also help enhance evaluations of student work. Third, this technology helps promote a sense of engagement between students and teachers. Second, students can view screencasts at their own pace, which facilitates self-directed learning.
First, faculty members can present learning resources to students that can be accessed anytime from any location that has access to the Web. Screencasts offer several advantages for e-learning. The distribution of screencasts is easily accomplished through Web pages, email, IM and blogs.Į-learning and distance education has quickly embraced screencasting. Screencasts provide a video of what is being discussed, and this medium helps to make online content more personal. Screencasts are usually viewed as a stream over the Internet and can be created in a variety of formats.
The audio can take the form of a narrative voiceover from the presenter, background audio or sound from the application being demonstrated. Similarly, a screencast is a video that captures what happens on a computer screen over a span of time, and audio is usually part of a screencast as well. Typically, a screenshot describes a static picture of a computer screen. The term “screencast” refers to a scenario when the actions on a user’s computer screen are captured. One of the most efficient ways to explain a computer process or software is through screencasting.
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