Staff and student perspectives on web based lecture technologies: Insights into the great divide

Rob Phillips, Murdoch University; Maree Gosper, Margot McNeill and Karen Woo, Macquarie University; Greg Preston, University of Newcastle; David Green, Flinders University

Summary: Web-based lecture technologies (WBLT) have been introduced by some Australian Universities in recognition that many students need flexible learning choices during their studies. This paper reports on some of the findings of a research project, "the impact of WBLT on current and future practice in learning and teaching". The research was conducted across four Australian universities, with data obtained from surveys and in-depth interviews with both staff and students who had used WBLT.

While student perceptions about WBLT have been largely positive, staff opinions are varied. Many lecturers see the potential of WBLT as a study tool and recognise students’ need for flexibility. However, staff are concerned that WBLT are exacerbating a trend toward declining lecture attendance, which they are linking to a drop in academic performance. While some lecturers indicate they have made changes to their lecturing in response to the technologies, there is little evidence of changes to the curriculum to effectively utilise these technologies.

Keywords: web-based lecture technologies, Lectopia, ilecture, student attendance trends. Full Article (pdf)...

Academic perceptions of the use of Lectopia: A University of Melbourne example

Shanton Chang, Department of Information Systems University of Melbourne

Summary: Since the introduction of the Lectopia (iLecture) technology to higher education, there has been debate about its relevance and effectiveness as a teaching and learning tool (Fardon, 2003). Anecdotally, students expect to access Lectopia recordings for their revision and for going through points that were made which they missed in lectures. From the academics’ point of view, resistance has resulted from the perception that the Lectopia option will reduce attendance in lectures and also the notion that not all lecturing styles can be suitably recorded by an admittedly limited technology. Fardon (2003) also argues cogently that Lectopia is not necessarily conducive to some styles of lecturing. The classifications of different lecturing styles (Brown and Bakhtar, 1988; Behr, 1988; Saroyan and Snell, 1997) as highlighted by Fardon (2003) present a useful tool in determining if particular styles of lecture may be more or less conducive to Lectopia. However, lecturing styles alone do not determine a willingness or resistance to adoption of the technology. Some other reasons may include perceptions of the reliability of the technology, the technology as a pedagogical tool, the engagement levels with students and suitability for the curriculum.

This qualitative project examined 11 Academics’ perception of Lectopia at The University of Melbourne. The results affirmed some of the benefits and concerns around the use of Lectopia, and highlighted some academic practices in using the technology. Initial results point to some recommendations on incorporating Lectopia technology into the teaching toolkit as well as indicate some future areas of research. Full Article (pdf)...

Perpetual connectivity: Lecture recordings and portable media players

(this also includes a section on lecture recording and attendance)

Jocasta Williams and Michael Fardon, Arts Multimedia Centre The University of Western Australia

Summary: Using portable media players to enhance and support teaching and learning activities in higher education is becoming an increasingly common practice. With a growing understanding of the pedagogical possibilities of podcasting, the availability of low-cost MP3 players and the arrival of convenient delivery environments such as Apple’s iTunes U, many universities are considering how to appropriately harness this technology to support their teaching priorities and the learning needs of their students. One of the most popular current uses of portable media players for educational purposes centres around the practice of recording and disseminating lectures. Through enabling students to use portable media players to store and playback digital copies of lectures, the intention is to make the lecture format more accessible for students and support student mobility and flexibility in their learning activities. This paper looks at student use of portable media players for accessing lecture recordings and evaluates some of the associated practical and pedagogical implications.

Keywords: lecture recordings, portable media players, mobile learning, accessibility. Full Article (pdf)...

Using web-based lecture technologies – advice from students

Margot McNeill , Macquarie University ; Karen Woo , Macquarie University; Maree Gosper , Macquarie University; Rob Phillips, Murdoch University ; Greg Preston, University of Newcastle; David Green, Flinders University

Summary: Web-based lecture technologies (WBLT) have been introduced in many Australian and overseas universities to offer students access to lecture recordings, twenty four hours per day, seven days per week. These technologies have been well received by many students who appreciate them as study tools offering flexibility and convenience. The findings of a recent survey of over 800 students in four Australian universities suggest that, rather than questioning whether or not to introduce these technologies, the focus of academics should be on how to make the best use of them. This paper provides an overview of some of the findings from this survey and collates students’ qualitative responses into advice on how to use WBLT effectively in terms of the structure and content of the lecture; the lecturing process and managing the technical aspects of WBLT.

Keywords: Web-based lecture technologies, Student perspective, Lecturing. Full Article (pdf)...