What use are lectures now that everything can be found online?

Hubbard, Ruth

doi:10.11120/msor.2007.07010023

Cited by 6 publications

(5 citation statements)

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“…What is important is that an integrated balanced combination of all strategies is provided. All components, from lectures, whose role is discussed in [28], tutorials, practicals, materials, assessment, collegiality with staff and peers, learning spaces and MSLS, play their part.…”

Section: Discussionmentioning

confidence: 99%

Learning support and students studying mathematics and statistics

MacGillivray

2009

International Journal of Mathematical Education in Science and

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Section: Discussionmentioning

confidence: 99%

Learning support and students studying mathematics and statistics

MacGillivray

2009

International Journal of Mathematical Education in Science and

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“…Areas of general interest include the effect that providing OLs – in addition to LLs – has on LL attendance and on overall learning outcomes. Although the vast majority of studies show that the effect on LL attendance is insignificant (Hubbard 2007; Craig et al . 2009; Davis et al .…”

Section: Introductionmentioning

confidence: 99%

Individual differences in students' use of optional learning resources

Inglis

Palipana

Trenholm

et al. 2011

Journal of Computer Assisted Learning

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We investigated ways in which undergraduates use optional learning resources in a typical blended learning environment. Specifically, we recorded how often students attended live faceto-face lectures, accessed online recorded lectures, and visited a mathematics learning support centre during a multivariate calculus course. Four distinct study strategies emerged, but surprisingly none involved making heavy use of more than one resource. In contrast with some earlier research, the general strategy a student adopted was related to their academic achievement, both in the multivariate calculus course, and in their degree programme more widely. Those students who often accessed online lectures had lower attainment than those who often attended live lectures or the support centre. We discuss the implications of these findings and suggest that 'blended teaching environments' may be a more accurate description for what have previously been called 'blended learning environments'.

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“…Also, while the results of my study did not explicitly reveal peer-to-peer interaction to be a construct of engagement in this context, other research has demonstrated that the chalk talk learning environment does evoke a sense of belonging and student community amongst undergraduate students who attend chalk talk lectures (e.g., Hubbard, 2007;Rodd, 2003) and there was some evidence of this communality in the SRs written responses wherein a number of SRs expressed the importance of instructors teaching to "the whole class" rather than focusing "only on the best students".…”

Section: The Learning Environment: Teaching Style and Classroom Struccontrasting

confidence: 75%

“…Additionally, empirical research has shown that undergraduate students not only attend university mathematics lectures Cretchley, 2005;Hubbard, 2007), but also value lectures for their usefulness and sense of community and interaction, and view them as a highly important resource for learning Cretchley, 2005;Hubbard, 2007;Pritchard, 2010;Rodd, 2003;Wood et al, 2007). Nonetheless, the debate continues (Pritchard, 2015), perhaps fueled by a continued lack of empirical research on university mathematics lecturing (Iannone & Miller, 2019;Viirman, 2015) despite numerous explicit calls for research of this kind (e.g., Speer, Smith, & Horvath, 2010).…”

Section: Previous Research On University Mathematics Lecturingmentioning

confidence: 99%

“…As mentioned above, more recently, the need for face-to-face chalk talk lecturing has been called into question, particularly with increasing access to online resources including recorded or streamed lectures (see Hubbard, 2007). Howard, Meehan, and Parnell (2018) conducted a case study of a first-year mathematics module 16 Teacher immediacy has been described as a communication variable that contributes to students' sense of student-instructor closeness.…”

Section: Face-to-face Teaching and Interactional Learningmentioning

confidence: 99%

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Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

Fogarty-Bourget¹

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University students' success in core mathematics courses has been linked to their overall academic achievement in many undergraduate programs. This finding has prompted an ongoing inquiry into the way mathematics is taught, focusing, specifically, on the university mathematics lecture-the most common instructional activity-and on the extent to which it is conducive to student engagement, regarded as key to successful learning. This dissertation reports on a multimodal study of student engagement in undergraduate mathematics lectures with the purpose to develop a context-specific understanding of student engagement, and identify and describe aspects of university mathematics teaching that impact student engagement. A theoretical and analytical framework combining concepts from discourse studies, Vygotskian sociocultural theory, situated learning, multimodality, speech theory, and gesture studies is used to investigate university mathematics teaching as a complex discursive practice. The study responds to First and foremost, I would like to thank my supervisor, Professor Natasha Artemeva, whose guidance and support have seen me through so many years of study and growth. Natasha, you have taught me so much. Thank you, for everything. To my wonderful parents, Virginia Bourget and Patrick Fogarty, thank you for always being there, for all your love and encouragement. To my partner in adventure and happiness, Hasi Eldib, your love, warmth, kindness, support, and caring are a gift. Thank you for always making summer feel close at hand. I love you. Thank you as well to all those who helped me along the way: To Professor Janna Fox and the members of my doctoral committee, Professor Sigrid Norris, Dr. Silva Ladewig, and Professor Iosif Polterovich, as well to my examiners Professor Christine Räisänen and Dr. Janet Mantler, thank you all for your time and invaluable feedback. And to my research participants, without whom this dissertation would not exist, thank you for your time and sharing. Joan Grant, Connie Wall, Tracey Wright, and Mike Barker, thank you for all that you do, every day, for the students and members of our department. Thank you for all your help. Special thanks to Claire and all the other wonderful, brilliant women with whom I have had the pleasure of sharing so many hours of hard work and writing: Christen, Codie, Janna, Lauren, Lisa, Nina, and many more. Thank you for laughing, listening, cheersing, collaborating, brainstorming, blue skying, and of course, for the countless units. I am so fortunate.

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What use are lectures now that everything can be found online?

Cited by 6 publications

References 0 publications

Learning support and students studying mathematics and statistics

Learning support and students studying mathematics and statistics

Individual differences in students' use of optional learning resources

Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

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