Maree Gosper, Margot McNeill, Karen Woo, Macquarie University

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Web-based Lecture Recording Technologies Do
Students Learn From Them?

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

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Research Question

• How can Web-based Lecture Technologies (WBLT)
  best support learning and teaching?
• WBLT distributed digital recording systems to
  capture face-to-face lectures for web delivery
• Macquarie, Murdoch and Newcastle use Lectopia
  (iLecture)
• Flinders uses home-grown systems

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Project Stages

• Stage 1
• Student survey
• Stage 2
• Staff survey
• Stage 3
• In-depth interviews -gt vignettes
• Stage 4
• Mini-project development

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Student Survey Methodology

• Online Survey
• unit/course
• student
• lectures (attendance, non-attendance)
• WBLT (use, motivation, perceptions)
• approaches to study (Study Process Questionnaire)

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Sampling

• Stratified sampling
• disciplines
• class size (lt50, 50-200, gt200 students)
• enrolment mode (distance and internal)
• level (undergraduate and postgraduate)

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Response Rates

• Sample size is good
• Return rate is unknown

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Overview of Results

• Student Perceptions
• Lecture attendance
• Ways of using iLecture
• Qualitative data advice from students

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Overall Positive Experience

• Overall, my experience of using WBLT in this unit
  was positive for my learning
• N813, 76.3 of respondents have mostly had
  positive experiences

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Do students learn Better results?

• In general, do you think using WBLT has helped
  you to achieve better results?
• N 746, 66.8 think WBLT helped them at least
  moderately

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Do students Learn Easier to learn?

• In general, do you think using WBLT makes it
  easier for you to learn?
• N 746, 79.9 think using WBLT makes it easier
  to learn

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Lecture Attendance

• If face to face lectures were available in this
  unit, how often did you attend?

N 810
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Reasons for Non-attendance

• Why did you use WBLT instead of going to
  lectures? Only if not attending

1Strongly Agree 3Neutral 5Strongly Disagree
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Reasons for Attendance
1Strongly Agree 5Strongly Disagree
More likely for the net generation (1982
and later) More likely for older generations
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Ways of Using iLecture
1Strongly Agree 3Neutral 5Strongly
Disagree Strategies more likely to be used by
net generation more likely More likely from
generation X (1965 1982)
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Use for Learning

• I used WBLT to support my learning in the
  following ways

More likely for older generations
1Strongly Agree 3Neutral 5Strongly Disagree
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NESB Students

• more browsed and stopped
• more listened more than once
• more chose particular segments
• more used to revisit when lecturer unclear
• more used to revisit complex ideas
• more used to review as an ESL student
• more used to pick up announcements
• more used to pick up things missed
• more used to take notes
• more used to work at own pace

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Length of Lectures

• The longer the lectures
• the less positive the experience with WBLT
• the less WBLT help achieve better results
• more WBLT is used as a backup when cant attend
• more choose particular segments to listen to
• less listen to entire recording
• less used to revise for exams

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Class Size

• The more students in the class
• the more positive experience with WBLT
• the more WBLT helps achieve better results
• the more WBLT makes it easier to learn
• more listened to several weeks at a time
• more listened on a regular basis
• more listened to whole recording
• more used to work at own pace

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Lectures If went to interact with lecturer

• more listened more than once
• more used to revisit
• more used to pick up announcements
• more used to pick up things missed

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Lectures If went to participate in group
discussions

• more listened more than once
• more listened to several weeks at a time
• more used to revisit complex ideas
• more used to pick up announcements
• more used to pick up things missed
• more used to take notes
• more used to work at own pace

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Lectures If went to communicate informally with
other students

• more browsed stopped
• more listened more than once
• more chose particular segments
• more used to revisit complex ideas
• more used to pick up announcements
• more used to pick up things missed
• more used to take notes
• more used to work at own pace

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WBLT If used WBLT because material was simple

• more browsed stopped
• more listened to several weeks at a time
• less listened on a regular basis
• more listened to entire recording
• more used to revisit when lecturer unclear
• more used to revise as an ESL student

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WBLT If learn as well from WBLT as from F2F

• more listened more than once
• more listened to several weeks at a time
• more listened on a regular basis
• more listened to entire recording
• more used to revisit complex ideas
• more used to revise for exams
• more used to pick up announcements
• more used to pick up things missed
• more used to take notes
• more used to work at own pace

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Comment 1

• I would have to reduce my hours at work from a
  full-time to part-time position to be able to
  study the two units each semester which I planned
  to study externally next year.

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Comment 2

• Lecture Recordings are an invaluable tool for
  me I utilise them to facilitate learning
  understanding. If it were not for lectures being
  recorded I would not have been able to study 2 of
  the subjects I did this semester due to family
  commitments

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Comment 4

• It is an extremely good service and a great way
  to supplement one's learning by being able to
  follow up on concepts raised in the lecture and
  being able to listen to lecture's when one is
  sick and has not attended class

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Comment 5

• i am a slow note taker so taking away the
  iLectures would affect me in the way that i
  learn. Knowing that i can come back to the
  iLecture to take more notes reduces my stress.

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Comment 6

• I can validate a question before I ask it. I
  can listen to the lecture maybe a few times then
  really refine what I want to ask. I can then
  (with confidence) approach the lecturer to seek
  my answer based on accurate reflections not what
  I thought the lecturer said.

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Comment 7

• Reading alone does not provide an all-rounded
  learning experience. It helps to connect
  external students with the campus. I love
  iLecture and never miss a lecture if it is
  available. I believe my learning is far deeper
  in units where iLecture is provided.

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Summary of findings

• Most students who used WBLT perceived they helped
  their learning (80) and to achieve better
  results(67)
• Students like WBLT for
• Convenience they dont need to attend lectures
• Flexibility it fits in with lifestyle
• Students use WBLT
• as a back up when they cant attend or
• to revise for exams
• to review complex materials
• Students like lectures because
• they find them motivating
• contact with lecturers and peers is a plus and
• the visual aids are helpful

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What next?

• More Analysis
• Correlation analysis
• Full scale and factorial analysis
• Full reliability analysis
• Model development and regression analysis
• Staff survey
• Detailed Interviews
• The Project Web Site
• http//www.cpd.mq.edu.au/teaching/wblt/overview.ht
  m
• Support for this (report/publication/activity)
  has been provided by The Carrick Institute for
  Learning and Teaching in Higher Education Ltd, an
  initiative of the Australian Government
  Department of Education, Science and Training.
  The views expressed in this (report/publication/ac
  tivity) do not necessarily reflect the views of
  The Carrick Institute for Learning and Teaching
  in Higher Education.