Enhancing large-class teaching: a systematic comparison of rich-media materials

Abstract

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Issues Arising from the Use of University Ilectures: A Case Study of One Australian Campus

“…Other studies have endorsed this and found that, generally speaking, the availability of recorded lectures has little to no effect on student attendance at live lectures (Holbrook & Dupont, 2009;Pursel & Fang, 2012;Saunders & Hutt, 2015;Von Konsky, Ivins, & Gribble, 2009). In Saunders and Hutt's (2015) study, for instance, students used recorded and face to face lectures for different purposes. The former were mainly utilised to address the gaps in students' knowledge, revise learning material and prepare for exams (which is consistent with the findings reported here), while they appreciated the latter for an opportunity to gain more comprehensive information and to ask questions.…”

“…Many studies have found that students do not tend to replace attendance at face to face lectures with ilectures (Gorissen, Van Bruggen, & Jochems, 2012;Gupta & Saks, 2013;Karnad, 2013;Larkin, 2010;Mather, Caesar, Chin, & Fei, 2015) but instead prefer a blended learning approach where they mix a little of both modes together (e.g., Zeldenryk & Bradey, 2013). A study conducted by Saunders and Hutt (2015) in a British university revealed that only 10% of the participants (n=84) resorted to ilectures as a substitute for face-to-face instruction. Other studies have endorsed this and found that, generally speaking, the availability of recorded lectures has little to no effect on student attendance at live lectures (Holbrook & Dupont, 2009;Pursel & Fang, 2012;Saunders & Hutt, 2015;Von Konsky, Ivins, & Gribble, 2009).…”

“…A study conducted by Saunders and Hutt (2015) in a British university revealed that only 10% of the participants (n=84) resorted to ilectures as a substitute for face-to-face instruction. Other studies have endorsed this and found that, generally speaking, the availability of recorded lectures has little to no effect on student attendance at live lectures (Holbrook & Dupont, 2009;Pursel & Fang, 2012;Saunders & Hutt, 2015;Von Konsky, Ivins, & Gribble, 2009). In Saunders and Hutt's (2015) study, for instance, students used recorded and face to face lectures for different purposes.…”

Understanding student use of resources in “rich-media” courses

“…The rich-media material considered in these studies is also in a variety of formats including audio-only podcasts, enhanced podcasts, video segments, or full lecture capture. It is also important when examining the use of rich-media resources to consider also the pedagogy as well as the preference of the students and the purpose of the resource; this is mentioned in Van Zanten et al (2012) with their 3Ps and has been recently extended by Saunders and Hutt (2015) to include a fourth P of the performance of the students.…”

Teaching without a blackboard and chalk: conflicting attitudes towards using ICTs in higher education teaching and learning

“…Students at Satellite ask fewer questions than students at Main; nor do they have the opportunity for an informal discussion once a formal session has ended: indeed, even if a Satellite student were inclined to listen in to such a discussion, the automatic shutoff function of the conferencing software would prevent this from being possible. Students at both sites make good use of digital resources, but the Satellite students also wish that opportunities for face-to-face teaching were more prevalent (Saunders and Hutt, 2014). Not all students -regardless of their physical locationwant to see themselves on screen when they ask questions.…”