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"Lecture Method"
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A study exploring the impact of lecture capture availability and lecture capture usage on student attendance and attainment
Lecture capture is widely used within higher education as a means of recording lecture material for online student viewing. However, there is some uncertainty around whether this is a uniformly positive development for students. The current study examines the impact of lecture capture introduction and usage in a compulsory second year research methods module in a undergraduate BSc degree. Data collected from a matched cohort before (N = 161) and after (N = 160) lecture capture introduction showed that attendance substantially dropped in three matched lectures after capture became available. Attendance, which predicts higher attainment (controlling for students' previous grade and gender), mediates a negative relationship between lecture capture availability and attainment. Lecture capture viewing shows no significant relationship with attainment whilst factoring in lecture attendance; capture viewing also fails to compensate for the impact that low attendance has on attainment. Thus, the net effect of lecture capture introduction on the cohort is generally negative; the study serves as a useful example (that can be communicated students) of the pitfalls of an over-reliance on lecture capture as a replacement for lecture attendance. (HRK / Abstract übernommen).
Journal Article
The lecturer's toolkit : a practical guide to assessment, learning and teaching
\"The 5th Edition of The Lecturer's Toolkit addresses the needs and aspirations both of staff new to teaching in tertiary education and experienced teachers. It focuses on practical suggestions about how best learning happens, the importance of assessment and feedback, ways of tackling the challenges and stresses of teaching, whether in large groups, small groups, or online. The new volume adapts approaches to cover digital and online learning as well as face-to-face contexts. Based on four decades of experience of higher education and written in a jargon-free manner with authority and clarity, this invaluable guide remains a wide-ranging and practical resource for lecturers\"-- Provided by publisher.
Book
Turn up, tune in, don't drop out: the relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study
Lecture capture tends to polarise the views of academic staff. Some view it as encouraging non-attendance at lectures. Others view it as a valuable adjunct, allowing students to revisit the lecture experience and providing opportunities for clarification and repetition of key points. However, data supporting either of these stances remains scarce. Irrespective of these views, a more pertinent question pertains to the impact of lecture attendance and the use of recordings on student achievement. Findings remain unclear due to methodological issues, inconsistent findings, and a lack of differentiation of students by year of study. This paper investigated the impact of attendance, lecture recording, and student attainment across four years of an undergraduate programme. For first year students, attendance and recording use were positive predictors of performance. For weaker students, supplementary recording use was beneficial but only better students use of the recordings helped overcome the impact of low attendance. For second year students, attendance and recording use were positively correlated with, but no longer predictive of, achievement. There was no relationship for honours year students. We found no compelling evidence for a negative effect of recording use, or that attendance and recording use were related. We suggest focusing on improving lecture attendance through monitoring whilst also providing recordings for supplementary use, particularly in first year. Finally, our findings highlight the need to consider third variables such as year of study and first language when conducting and comparing lecture capture research.
Journal Article
The college lecture today : an interdisciplinary defense for the contemporary university
\"The College Lecture Today makes the affirmative case for the lecture in the social sciences and humanities. Aimed at teachers, students, and administrators who want to improve teaching at their universities, this book explores how to lecture without sacrificing theoretical knowledge\"-- Provided by publisher.
Book
Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture
Much has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively described and focus on the belief that recording lectures will impact on attendance and will reduce interactivity and active learning activities in lectures. However, little work has looked at the relationship between attitudes towards lecture capture and broader conceptions of learning and teaching. In this pre-registered study, we administered the Conceptions of Learning and Teaching scale and a novel lecture capture attitude scale to 159 higher education teachers. We found that appreciation of active learning predicted more positive attitudes towards lecture recordings as an educational support tool, whilst higher teacher-centred scores predicted greater concern about the negative educational impact of recordings. The effects observed were small; however, they are strong evidence against the view that it is instructors who value participatory and active learning that are opposed to lecture capture. Exploratory analyses also suggested that those who did not view recordings as an essential educational resource record fewer of their lectures, highlighting the real-world impact that attitudes can have, and further strengthening the need for staff to be provided with evidence-based guidance upon which to base their teaching practice. Data, analysis code, and the pre-registration are available athttps://osf.io/uzs3t/.
Journal Article
The textbook & the lecture : education in the age of new media
\"Why are the fundamentals of education apparently so little changed in our era of digital technology? Is their obstinate persistence evidence of resilience or obsolescence? Such questions can best be answered not by imagining an uncertain high-tech future, but by examining a well-documented past--a history of instruction and media that extends from Gilgamesh to Google. Norm Friesen looks to the combination and reconfiguration of oral, textual, and more recent media forms to understand the longevity of so many educational arrangements and practices. Friesen examines the interrelationship of reading, writing, and pedagogy in the case of the lecture and the textbook--from their premodern to their postmodern incarnations. Over hundreds of years, these two forms have integrated textual, oral, and (more recently) digital media and connected them with changing pedagogical and cultural priorities. The Textbook and the Lecture opens new possibilities for understanding not only mediated pedagogical practices and their reform but also gradual changes in our conceptions of the knowing subject and of knowledge itself. Drawing on wide-ranging scholarship in fields as diverse as media ecology and German-language media studies, Foucauldian historiography, and even archaeological research, The Textbook and the Lecture is a fascinating investigation of educational media\"-- Provided by publisher.
Book
How do first year students utilize different lecture resources?
One of the more noticeable changes to tertiary teaching over the past decade has been the widespread adoption of digital technologies, in particular eLearning platforms and lecture capture technology. However, much of the current knowledge of how students utilise these new technologies and their effect on traditional lecture attendance is simply derived from student surveys rather than comprehensive independent analyses. In this study, we use cluster analysis to identify common lecture resource utilisation patterns for students in four large first-year business subjects. While common usage patterns with respect to lecture attendance, video lecture recording access and download of lecture notes are identified across our subjects, the proportion of students within each of the utilisation clusters varies widely. Business statistics students are much more likely to either attend lectures or view video recordings compared to economics students, many of whom rely solely on the download of lecture notes. In order to gain insight into how student characteristics may affect these utilisation patterns, we develop a predictive model, quantifying the influences of prior academic performance, gender, age, distance from campus and international student status using statistical modelling. We find a strong role for students' previous academic performance in explaining lecture resource utilisation patterns. Students' commuting distance to campus is also established as a factor dissuading physical lecture attendance. Contrary to initial expectations, we also found that females and older students tend to rely more heavily on digital resources rather than lecture attendance. It is hoped that these findings can help first-year instructors and University administrators understand the heterogeneity of student lecture engagement patterns within the first-year experience. (HRK / Abstract übernommen).
Journal Article
The impact of lecture playback speeds on concentration and memory
Background
The information required to be learned and retained by medical students has continued to increase over the years. The stress that medical students face has already been highlighted in several studies, however, this in combination with a post-pandemic educational system subsequently generated a shift in medical education towards asynchronous streaming of daily lectures as part of the curriculum with variable playback speed options.
Methods
This paper aims to study the effectiveness of playback speeds, principally that of 1.5x and 2x playback speeds. One objective of this study is to analyze the existing literature regarding how playback speeds may impact learning, and to highlight the need for additional research. It has become apparent that there is not enough literature to support the role that playback speeds have in concentration and/or long-term memory retention in medical students. Due to this lack of information on the topic, this paper additionally highlights a study conducted on second year medical students at one university to assess the associations that may exist between lecture playback speeds of 1.5x and 2x and concentration and long-term retention of memory.
Results
Based on the data collected, it was found that there was no significant difference in student concentration or long-term memory retention with regards to lecture playback speeds.
Conclusions
Although more studies are needed to better understand the topic, it is the current recommendation of the authorial team that students are free to watch medical school lectures at their preferred speed without worry of changes in learning ability.
Journal Article
The impacts of instructor’s visual attention and lecture type on students' learning performance and perceptions
Instructors’ attention to students is vital for teaching. However, instructors’ level of attention to students, which has the potential to influence students’ learning across different lecture types, has yet to be fully explored. The aim of this study was to examine the impacts of the instructor’s attention to students and lecture type on students’ learning performance and perceptions. This study used a 3 × 2 (instructor’s attention: high vs. medium vs. low; lecture type: video lecture vs. traditional lecture) between-subjects design. Traditional lectures were conducted in the classroom by the instructor, whereas video lectures involved playing pre-recorded videos of the instructor. Each type of lecture contained three levels of the instructor’s attention. A total sample of 285 primary school students was randomly assigned to one of six classrooms to view a lecture. A posttest was administered to measure learning performance, while post-lecture questionnaires were used to assess perceptions, including learning experience, learning satisfaction, and affects. ANOVAs were used to analyze the data. Results showed that the instructor’s attention had effects on students’ learning performance and perceptions regardless of lecture type. Specifically, the instructor’s high attention enhanced students’ learning performance. Furthermore, the instructor’s medium attention promoted students’ learning experience, learning satisfaction, and positive affect, while the instructor’s low attention restrained it. Our results highlight the fact that an instructor’s visual attention influences students’ learning performance and perceptions in video lectures and traditional lectures. The study recommends that instructors should strategically allocate their attention to optimize students’ learning.
Journal Article