Lecture Capture Studies - Lecture Pedagogy and Student Learning Styles
Jan 7th, 2010 by Amanda Hardy
We have found some journal articles and other publications around lecture capture which we have found useful and informative. When possible, we have linked to a fulltext version on the web or through the eLibrary (protected by Coventry University login). Each entry is accompanied with its abstract.
There is also a very extensive list of resources on LectureCapture.com’s forums involving lecture capture, podcasts, and related subjects.
Lecture Pedagogy and Student Learning Styles
| Bassili, J. (2008) ‘Motivation and Cognitive Strategies in the Choice to Attend Lectures or Watch them Online.’ Journal of Distance Education 22, (3) 129-148 | |
| This study explored relations between students’ motivational and cognitive orientations as assessed by the Motivated Strategies for Learning Questionnaire (MSLQ), and their attitudes and choices relating to online lecture viewing. Examination performance was also assessed to determine if there were particular affinities between certain motivational or cognitive orientations and success in learning by attending lectures or watching them online. The results of regression analyses revealed that students who considered the course interesting and important and who were motivated extrinsically to do well in it, expressed particularly positive attitudes towards the option to watch lectures online. Students who did not particularly want to learn in interaction with their peers, and who were not inclined to monitor their learning, were particularly likely to watch lectures online rather than to attend them in class. The results suggest that attitudes towards the option to watch lectures by streaming video are related to students’ motivational orientations whereas the actual choice to attend lectures or watch them online is related to their cognitive strategies. The extent to which students attended lectures or watched them online was not related to examination performance either alone or in interaction with any motivational orientation or cognitive strategy. | |
| Biggs, J. (1996) ‘Enhancing Teaching Through Constructive Alignment.’ Higher Education 32, 347-364 | |
| Suggests a framework that translates some important features of constructivism into classroom decisions on teaching and assessment in higher education. Processes under constructivism; Illustration of the process with reference to a professional development unit in educational psychology for teachers. | |
| Fardon, M. (2003) ‘Internet Streaming of Lectures: A Matter of Style.’ In Proceedings o f EDUCAUSE in Australasia 2003, ‘Expanding the learning community, meeting the challenges.’ Held May 6-9 2003 at Adelaide, Australia. Adelaide: Casual Productions: 699-708 | |
| The lecture method is the most commonly used teaching method in higher education and is often translated for use in distance education using a variety of technologies. One technological approach that has emerged recently and is receiving growing attention from higher education institutions is audio and video streaming. However the value of the traditional lecture method continues to be a subject of debate, and so higher education institutions wishing to use streaming technologies to deliver lectures need to research the advantages and disadvantages. Past research has shown that relationships exist between teaching styles, learning styles and success in higher education. This paper seeks to investigate these issues in relation to a teaching innovation at the University of Western Australia. | |
| Hart, N., Waugh, G & Waugh, R (2000) ‘The role of the lecture in university teaching.’ Teaching and Educational Development Institute Conference, University of Queensland, November 9-10. | |
| The lecture method continues to play a prominent role in university teaching in most disciplines. This is despite persistent and widespread criticism of the lecture as a teaching method. In this paper we examine the perspective from which much of this criticism emanates, and offer a defense of the lecture method founded on an alternative view of the role and value of the lecture as a method of teaching. From this alternative perspective we can also suggest key variables that can be influenced by the lecturer, which increase the effectiveness of the large student university lecture. | |
| Jones, S. E (2007)’Reflections on the lecture: outmoded medium or instrument of inspiration?‘ Journal of Further and Higher Education, 31, (4), 397-406 | |
| The traditional, didactic lecture is under attack from diverse quarters. With its origins rooted in the emergence of orality, the lecture now stands as only one of a plethora of educational communication tools, and has been subject to criticism particularly by constructivists for failing to deliver deep and effective learning experiences. This article explores the lecture’s advantages and limitations in the context of evolving teaching practices and technologies, and posits that the strength of the lecture lies in its immediacy and presence. Its future survival and evolution must exploit this powerful asset to enhance student learning through engagement and interaction. | |
| Phillips, R (2005) ‘Challenging The Primacy Of Lectures: The Dissonance Between Theory and Practice In University Teaching’ Journal of University Teaching and Learning Practice 2, (1) | |
| Current practice in universities foregrounds the traditional lecture, tutorial, examination approach to teaching. The nature of currently-accepted practice in course design and administration is considered through an examination of the influence on universities of historical views about knowledge. These findings are contrasted with current research about learning and learning environments, and the dissonances explored in terms of the concepts of theory-in-use and espoused theory. Recommendations are then made about appropriate ways to design educationally-sound learning environments in higher education. Finally, this paper questions why lectures are largely viewed as the core of the learning process, and why university teaching and learning practices continue to be resistant to, and often inconsistent with, fundamental principles of learning developed through sustained scholarly enquiry. | |
