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 "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>

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

The Impact of Payment and Respondents’ Participation on Interviewers’ Accuracy in Face-to-face Surveys

Field Methods ◽  
2018 ◽  
Vol 30 (4) ◽  
pp. 295-311
Author(s):  
Natalja Menold ◽  
Uta Landrock ◽  
Peter Winker ◽  
Nathalie Pellner ◽  
Christoph J. Kemper
Keyword(s):  
Field Experiment ◽  
Survey Data ◽  
Task Difficulty ◽  
Quality Data ◽  
Cooperative Group ◽  
Willingness To Participate ◽  
High Quality ◽  
Face To Face ◽  
The Impact

In face-to-face interviews, accurate work by interviewers is crucial for ensuring high-quality survey data. In a field experiment, payment of interviewers, legitimation of falsification behavior, and respondents’ willingness to participate were experimentally varied. The impact of these factors on interviewers’ accuracy during fieldwork was investigated. Low accuracy was operationalized, for instance, as noncompliance with the instructions concerning contacting and recruitment. In addition, falsifications by interviewers were investigated. There were fewer deviations from prescribed routines, and interviewers’ work was of higher quality if the interviewers were paid per hour and when respondents belonged to the cooperative group, compared to break-offs. We conclude that high task difficulty may lead to a decrease of interviewers’ accuracy. Payment per hour seems to ensure higher-quality data and should be preferred.

scholarly journals EVALUATING THE BENEFITS OF PROVIDING ARCHIVED ONLINE LECTURES TO IN-CLASS MATH STUDENTS

2008 ◽  
Vol 12 (3) ◽  
Author(s):  
Radu C Cascaval
Keyword(s):  
Student Performance ◽  
Learning Process ◽  
Performance Enhancement ◽  
Web Survey ◽  
Attitudes And Behaviors ◽  
University Of Colorado ◽  
Online Lectures ◽  
The University ◽  
The Impact ◽  
Math Students

The present study examines the impact of the online archiving system developed at the University of Colorado at Colorado Springs on the in-class students enrolled in traditional math courses. A web survey has been designed for collecting data on potential changes in attitudes and behaviors (such as study habits), on the dynamics of professor-student relation, and on overall student performance enhancement. The results indicate that the presence of the archived lectures and lecture notes adds significant value to the learning process with notable improvements in the perceived student performance and overall experience in the class.

scholarly journals Improving Learning in a Traditional, Large-Scale Science Module with a Simple And Efficient Learning Design

2014 ◽  
Vol 17 (2) ◽  
pp. 143-159
Author(s):  
Mikkel Godsk
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Performance ◽  
Teaching And Learning ◽  
Large Scale ◽  
Political Agenda ◽  
Learning Design ◽  
Face To Face ◽  
Online Activities ◽  
The Impact

Abstract This article presents the experiences and results of using a simple learning design for transforming a traditional, large-scale, face-to-face science module in calculus into blended learning where all face-to-face lectures were replaced by webcasts and online activities. The article presents the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today

scholarly journals Blended learning within an undergraduate exercise physiology laboratory

2016 ◽  
Vol 40 (1) ◽  
pp. 64-69 ◽  
Author(s):  
Steven J. Elmer ◽  
Kathryn R. Carter ◽  
Austin J. Armga ◽  
Jason R. Carter
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Exercise Physiology ◽  
Learning Performance ◽  
Face To Face ◽  
Blinded Manner ◽  
Course Material ◽  
Physiology Laboratory ◽  
The Impact

In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (∼15 min). Laboratory section 1 ( n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 ( n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (∼79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories ( P = 0.62) or between sections ( P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased ( P < 0.01) and a greater percentage of students agreed that learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P < 0.01). Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance.

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 Leveraging Social Media in Accommodating Collaborative Learning in Indonesian Islamic Higher Education

2019 ◽  
Vol 8 (2S9) ◽  
pp. 151-158
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Collaborative Learning ◽  
Student Performance ◽  
External Validation ◽  
Field Trials ◽  
Design Development ◽  
Internal Validation ◽  
Face To Face ◽  
Online Lectures

The aim of this study is to develop a Social Media-based Online Collaborative Learning (SMOCL) instructional model for higher education that can systematically guide lecturers or teachers to create a suitable blend of individual online lectures and face-to-face collaborative learning activities. Using the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation), a theoretically constructed beginning model was repeatedly upgraded and undertaken internal validation through expert reviews, while External validation was performed with one-to-one with students, small group, and field trials. The implementation of SMOCL at the Islamic University of Indonesia designed by the final model resulted in notable amounts in student performance, attention, relevance, trust, and satisfaction. The results seem to suggest that the SMOCL model can be served to promote students' achievement in cross-cultural understanding

scholarly journals What's Missing? How Interpersonal Communication Changes During Online Learning

2021 ◽  
Vol 17 (4) ◽  
pp. 148
Author(s):  
Prawinda Putri Anzari ◽  
Seli Septiana Pratiwi
Keyword(s):  
Online Learning ◽  
Interpersonal Communication ◽  
Sociology Department ◽  
Communication Process ◽  
Primary Data ◽  
Group Discussions ◽  
Face To Face ◽  
Online Lectures ◽  
Active Observation ◽  
Online Lecture

Abstract:  During the Covid-19 pandemic in Indonesia, all communication activities have been carried out mostly through CMC, including online learning that students must experience. This situation brings big changes in the communication process between lecturers and students and vice versa. This paper aims to see how interpersonal communication changes in the online lecture process and what elements of interpersonal communication are lost with technology in online learning. The data collection method in this study was to conduct Focus Group Discussions on Sociology students at the Universitas Negeri Malang. 6 students were involved in the FGD with the criteria for students above the 2019 class who had experienced face-to-face and online lectures. Primary data was obtained through active observation of Sociology Department lecturers. This study indicates that many dimensions of interpersonal communication are missing in online lectures, such as the loss of empathy between students due to the absence of face-to-face communication and miss communication in online lectures, which causes interpersonal communication not to work effectively. Furthermore, Interpersonal communication cannot be established properly if the lecturer does not have high technological skills. It can then affect the spirit of student learning in online lectures.     Keywords: higher education, ICT skills, interpersonal communication, online learning

We need to talk: Willingness to speak out about Catalonia’s secession

2019 ◽  
Vol 11 (2) ◽  
pp. 171-190
Author(s):  
Joan Balcells ◽  
Albert Padró-Solanet
Keyword(s):  
Social Media ◽  
Empirical Evidence ◽  
Survey Data ◽  
Multivariate Regression ◽  
Regression Models ◽  
Spiral Of Silence ◽  
Face To Face ◽  
Stable Pattern ◽  
Complex Picture ◽  
Online Environments

A repeated argument to invalidate the legitimacy of a debate on Catalonia’s independence is the existence of a spiral of silence affecting unionist supporters. However, we find inconclusive empirical evidence to sustain this claim. Although survey data show that willingness to talk about secession is higher among pro-independence supporters both in face-to-face and online environments, multivariate regression models – taking into account the perception of the opinion climate – reveal a different and more complex picture. Pro-independence supporters are highly mobilized particularly in like-minded and private environments, but this enthusiasm decreases when they perceive their ideas not to be shared by the majority, whereas unionist supporters show a more stable pattern irrespective of the opinion climate. In publicly exposed arenas like social media, where activists abound, willingness to talk is lower and differences between both sides are minimal. Overall, the results are hardly consistent with the patterns of behaviour that would be expected in a spiral of silence.

Sign in / Sign up

Export Citation Format

Share Document