scholarly journals "But they won't come to lectures ..." The impact of audio recorded lectures on student experience and attendance

2010 ◽  
Vol 26 (2) ◽  
Author(s):  
Helen E. Larkin
Keyword(s):  
Teaching Practice ◽  
Academic Staff ◽  
Evaluation Methodology ◽  
Student Experiences ◽  
Student Attendance ◽  
Face To Face ◽  
Post Evaluation ◽  
Online Lectures ◽  
Lecture Recordings ◽  
The Impact

<span>The move to increasingly flexible platforms for student learning and experience through provision of online lecture recordings is often interpreted by educators as students viewing attendance at lectures as optional. The trend toward the use of this technology is often met with resistance from some academic staff who argue that student attendance will decline. This study aimed to explore students' use of online lectures and to measure the impact of them on student attendance at lectures. A pre and post evaluation methodology was undertaken using a self administered questionnaire that gathered both quantitative and qualitative data. Overall attendance was recorded at each lecture throughout the semester. Results indicated that attendance remained high throughout the semester and while only a minority of students used the recordings, those who did found them to be helpful. Most students used them to either supplement their learning or to make up for a lecture that they had not been able to attend. This study provides evidence that contrary to popular belief, Generation Y students in general, do not aspire to replace lectures with downloadable, online versions. Many of the students in this study valued the opportunity for interactive learning provided by face to face teaching. Finally, a model that outlines the attributes that contribute to quality teaching is used to describe how this technology can contribute to positive student experiences and can enhance reflective teaching practice.</span>

scholarly journals The impact of online lecture recordings on student performance

2012 ◽  
Vol 28 (2) ◽  
Author(s):  
Andrew Williams ◽  
Elisa Birch ◽  
Phil Hancock
Keyword(s):  
Empirical Evidence ◽  
Student Performance ◽  
Survey Data ◽  
Additional Benefit ◽  
Face To Face ◽  
Online Lectures ◽  
Lecture Recordings ◽  
Record Data ◽  
Online Lecture ◽  
The Impact

<span>The use of online lecture recordings as a supplement to physical lectures is an increasingly popular tool at many universities. This paper combines survey data with student record data for students in a </span><em>Microeconomics Principles</em><span> class to examine the relative effects of lecture attendance and online lecture recordings. The main finding is that students using the online lectures as a substitute for attending lectures are ultimately at a fairly severe disadvantage in terms of their final marks. Moreover, students attending few face to face lectures do not close this gap by viewing more lectures online. In contrast to this, students who attend the majority of lectures in person do receive a benefit from additional use of the lecture recordings. The results provide empirical evidence that, when used as a complementary tool, lecture recordings are a valuable supplement for students. However, when used as a substitute to attending lectures, lecture recordings provide no additional benefit.</span>

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

scholarly journals The university campus and a sense of belonging: what do students think?

2020 ◽  
Author(s):  
Hilda Mary Mulrooney ◽  
Alison Faith Kelly
Keyword(s):  
Student Perceptions ◽  
Ethnic Diversity ◽  
Therapeutic Potential ◽  
Emotional Experience ◽  
Academic Staff ◽  
Physical Space ◽  
Student Experiences ◽  
University Campus ◽  
The University ◽  
The Impact

The physical configuration of the university campus impacts upon student learning and experience, and can be used to signal institutional priorities. The extent to which campus, particularly in post 92 institutions, is designed as opposed to evolving as older buildings are repurposed or replaced is variable. Student experiences and perceptions of the campus physical space are also unclear. This study aimed to explore student perceptions using qualitative methods. Data were collected during 8 focus groups from 37 participants. The majority were young and female, with considerable ethnic diversity. Six major themes were identified, many of which did not directly relate to the physical space itself. Rather the impact upon students’ emotional experience and engagement with the institution was emphasised. ‘Belonging’ was the most common theme; indicating that the nature of the physical space on campus is not neutral, but can affect the extent to which students can form attachments with each other and academic staff. ‘Nature’ was the second most commonly mentioned theme. Green space has therapeutic potential in stress management, important given mental health concerns in young people including students. The ideal campus as described by participants would include green non-smoking spaces with an emphasis on health promotion. Opportunities to include nature on campus should be taken, and future proposals to design the campus should canvas student views.

scholarly journals Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning

2008 ◽  
Vol 16 (2) ◽  
Author(s):  
Karen Woo ◽  
Maree Gosper ◽  
Margot McNeill ◽  
Greg Preston ◽  
David Green ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Real Time ◽  
Teaching And Learning ◽  
Student Perception ◽  
Web Based ◽  
Face To Face ◽  
Lecture Recordings ◽  
The Impact ◽  
Selection Of

Web-based lecture technologies (WBLT) have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show that while staff see the advantages for external students, they question the extent to which these advantages apply to internal students. In contrast both cohorts of students were positive about the benefits of the technologies for their learning and they adopted similar strategies for their use. With the help of other technologies, some external students and staff even found WBLT useful for fostering communication between internal and external students. As such, while the traditional boundary between internal and external students seems to remain for some staff, students seem to find the boundary much less clear.Keywords: web-based lecture technologies; staff perception; student perception; distance education; external students; internal students; LectopiaDOI: 10.1080/09687760802315895

scholarly journals Engaging E-Lectures Blended Course with Problem Based Learning Activities at a Developing University

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Djoko Sutrisno
Keyword(s):  
New Media ◽  
Teaching Practice ◽  
Academic Staff ◽  
Problem Based Learning ◽  
Learning Technologies ◽  
English Department ◽  
Cooperative Groups ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Nahdlatul Ulama

The research setting for much of the investigation of the mixing e-lectures blended with Problem Based Learning is in English Department of Ma’arif Nahdlatul Ulama of Kebumen (UMNU). The research focus is on expending technology e-lectures to maintenance the student of English Department blended Problem Based Learning (PBL), which the participants assumed in cooperative groups. Video-based e-lectures offer interactive learning and more bright and adapted forms of self-regulated learning. Participants learned from both a video-based e-lecture with synchronized written transcript of oral presentation (multimodal) and an e-lecture without the transcript (unimodal presentation). Learners could be categorized as “repeaters”, whose main focus was on th e lectured material, or as “surfers,” who consumed less time on the lecture itself and as an alternative used the optional links. The Student of English Department was conveyed using a blend of face-to-face and online Problem-based Learning. By exploring key proficiencies concerning the integration of a variability of learning technologies in these courses an exertion is being made to control how the teacher’s role can design for effective integration of technology into the curriculum. While a blend of new media can suggestion significant occasions for lecturers in higher education, this can also be a discouraging obstacle for strangers. Subsequently it is expected that what is presented here in terms of the capability from these courses, can contribution academic staff in feeling at easiness with using a variety of learning technologies to support e-lecturer and Problem-based Learning and reproduce that in their own teaching practice in their disciplines. Results showed that the learning outcomes were significantly influenced by learner strategy (with repeaters outclassing surfers) using a range of learning technologies to support e-lect

scholarly journals Reflections on the Impact of Social Technologies on Lecturers in a Pathway Institution

2015 ◽  
pp. 131-154 ◽  
Author(s):  
Donna M Velliaris ◽  
Craig R Willis ◽  
Paul B Breen
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
New Technology ◽  
First Year ◽  
Professional Lives ◽  
Face To Face ◽  
Social Technologies ◽  
The Impact ◽  
Insight Into ◽  
Over Time

Education has evolved over time from face-to-face teaching to computer-supported learning, and now to even more sophisticated electronic tools. In particular, social technologies are being used to supplement the classroom experience and to ensure that students are becoming increasingly engaged in ways that appeal to them. No matter how educationally beneficial, however, new technology is affected by its users. To investigate this, lecturers at the Eynesbury Institute of Business and Technology (EIBT)—a Higher Education pathway provider—were surveyed to determine their perception and application of social technolog(ies) in their personal, but predominantly ‘professional' lives. Utilising a qualitative and autoethnographic approach, one author provides an insight into their own attitude toward social technologies, coupled with responses to three open-ended questions. Thereafter, the same questions were posed to EIBT academic staff to understand their willingness or reluctance to use social technologies in their practice as part of their first-year pathway course(s).

scholarly journals Bir Devlet Üniversitesindeki (Eskişehir Osmangazi Üniversitesi) Personel ve Öğrenciler Arasında Farklı Etlik Piliç Barınma ve Besleme Sistemlerinin Tüketici Tercihi ve Algısı

2020 ◽  
Vol 8 (8) ◽  
pp. 1643-1649
Author(s):  
Canan Kop Bozbay
Keyword(s):  
Undergraduate Students ◽  
Academic Staff ◽  
Chicken Meat ◽  
Feed Additives ◽  
Meat Production ◽  
Broiler Meat ◽  
Face To Face ◽  
Fish Meat ◽  
Media Reports ◽  
The Impact

In this study, an investigation of the preference and perception of the different broiler housing and feeding systems among staff and students of Eskisehir Osmangazi University, Turkey was undertaken. A structured questionnaire was administered with a face-to-face to 790 randomly selected respondents [257 academic staff (academicians), 166 non-academic staff (worker with a secondary school national graduate diploma) and 367 undergraduate students (students)]. Most respondents preferred chicken (63.3%) and beef (32.0%) meats to fish meat (4.7%). The number of academicians preferred broiler meat (16.8%) was lower than those of students (52.6%) and workers (30.6%). There were significant differences among respondents in terms of preference and perception of different production sources of chicken meat. The proportion of academicians who preferred conventional broiler meat (68.2%) was higher than students (25.4%) and workers (6.4%). The impact of mediatic information (disinformation) about broiler meat relating to ingredients and/or feed additives used in broiler nutrition was higher on academics and students compared to workers. The results of the study indicated that as the level of education increases, the negative perception increased due to false media reports about chicken meat production and subsequently, the preference for chicken meat decreased.

scholarly journals Pertinencia de los programas de formación para la actualización docente en el marco de la socioformación y el desarrollo social sostenible / Relevance of training programs for teachers updating in the framework of socio-formation and sustainable social development

2020 ◽  
pp. 35-43
Author(s):  
José Rosendo Alvarado Vázquez ◽  
Josemanuel Luna-Nemecio
Keyword(s):  
Sustainable Development ◽  
Social Development ◽  
Training Program ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Training Programs ◽  
Face To Face ◽  
Documentary Analysis ◽  
The Face ◽  
The Impact

El propósito del presente artículo es realizar un análisis documental a partir de una reflexión conceptual de evaluación desde la socioformación, donde las rúbricas permiten evaluar el desempeño, e identificar el impacto que tienes los cursos presenciales con sus respectivas características en los formadores activos. Para la metodología se tuvieron en cuenta las categorías, y subcategorías que se emplearon para eficientizar la información puesta en la cartografía conceptual al estudiar un concepto o teoría a partir de documentos. Respecto a los resultados, existe una distancia entre los cursos que se imparten a los docentes y la forma de llevarlos a su práctica docente, además de ausencia y pertinencia en temas sustanciales sobre el desarrollo sostenible. Se concluye que aun cuando a los formadores de docentes activos se les ofrece un programa de capacitación, se siguen reproduciendo contenidos programáticos desde su óptica, de lo que a su juicio el estudiante deberá aprender. The purpose of this article is to carry out a documentary analysis from a conceptual reflection of the evaluation from the socioformation, where the rubrics allow to evaluate the performance and to identify the impact that the face-to-face courses with their respective characteristics have on active trainers. For the methodology, the categories and subcategories that were used to make the information put into the conceptual cartography efficient when studying a concept or theory from documents were taken into account. Regarding the results, there is a distance between the courses that are taught to teachers and the way to take them to their teaching practice, in addition to the absence and relevance of substantial topics on sustainable development. Conclusions: Even when active teacher educators offer them a training program, programmatic content continues to be reproduced from their perspective, from which, in their opinion, the student must learn.

scholarly journals The flipped classroom: A learning model to increase student engagement not academic achievement

2017 ◽  
Vol 8 (2) ◽  
pp. 43-53 ◽  
Author(s):  
Masha Smallhorn
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Student Attendance ◽  
Face To Face ◽  
Online Videos ◽  
Before And After ◽  
The Face ◽  
Face Time ◽  
The Impact

A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving with peers. To improve the engagement and learning outcomes of our second year cohort, lectures were replaced with short online videos and face-to-face time was spent in a flipped classroom. The impact of the flipped classroom was analysed through surveys, attendance records, learning analytics and exam data before and after the implementation of the flipped classroom. Results suggest an increase in student engagement and a positive attitude towards the learning method. However, there were no measurable increases in student learning outcomes.

scholarly journals Uncharted waters: the effects of COVID-19 on student paramedics

2021 ◽  
Vol 18 ◽  
Author(s):  
Steve Whitfield ◽  
Andre Perkins ◽  
Sarah Kelly ◽  
Hannah Dumbleton
Keyword(s):  
Learning Style ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Clinical Placements ◽  
Face To Face ◽  
Online Lectures ◽  
The Media ◽  
Perceived Experiences ◽  
The Impact

Introduction The effect of COVID-19 pandemic shutdowns on education has been discussed broadly in both the media and among academics, however its true effects on paramedicine students and their ability to attend in-person lectures, skill sessions and clinical placements has not been widely researched. This study aimed to investigate the impact of COVID-19 on a group of paramedicine students at an Australian university. Methods A cross-sectional study using a convenience sample of first and second year paramedicine students was undertaken to explore their perceived experiences of COVID-19 through both qualitative and quantitative responses. Results A total of 83 paramedicine students from Griffith University in Queensland participated in the survey, demonstrating an 84.7% response rate. Of the participants, 78.3% (n=65) disagreed that online workshop sessions were as valuable as face-to-face sessions. Similarly, the majority of participants (61.5%, n=51) disagreed that online lectures and tutorials were as beneficial as in-person equivalents. A further 61.4% (n=51) of students agreed that COVID-19-associated lockdowns had negatively impacted their ability to formulate strong personal relationships that are important for university, however 78.3% of students agreed that communication platforms assisted in maintaining some form of social interaction. Conclusion The results from this study demonstrate that the educational and social impacts of COVID-19 on paramedicine students were highly diverse, and were contingent on several factors including but not limited to: year of study, learning style, previously established social connections and extenuating life circumstances.

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