Lecture recordings are useful learning resources that can support flexible, remote and distance learning, especially during the Covid-19 pandemic. This study explored students' experiences of engaging with recorded lectures and the extent to which such engagement contributes to enhanced learning. The research involved the deployment of a questionnaire to undergraduate and postgraduate students (n = 660) who had access to lecture recordings at a research intensive public university in New Zealand. Key findings revealed that students who accessed lecture recordings reported an enhanced learning experience. They stated that the availability of lecture recordings created an inclusive learning environment for students with learning disabilities and fostered flexible learning for those who would otherwise be unable to attend lectures either due to sickness or work commitments. Data also suggest that students utilised lecture recordings as supplementary learning resources rather than a substitute for regular lecture attendance. Our findings substantiated previous research studies and additionally demonstrated the various ways in which students engage with lecture recordings. Moreover, the use of sentiment analysis shows how multiple data can be triangulated to confirm or contest research findings. Finally, we believe this study adds to the voice that lecture recordings are vital resources that support students' learning.

This article presents the results of a study aimed at understanding the value of lecture recordings to student learning. We analysed transcripts of discussions on social media (Facebook) that students generated on the value of lecture recordings. Students discussed whether recording lectures and making them available should be compulsory. While the efficacy of lecture recording has been studied using conventional methods (e.g. questionnaires and interviews) on highly structured data, we employed social network and sentiment analysis techniques to examine individual messages posted on the Student Union's Facebook page. We chose to employ social network and sentiment analysis because these methods are useful in examining semi-structured and unstructured social media data. Overall findings suggest students generally view lecture recordings as resources for supplementing live lectures rather than replacing them. Students stated that lecture recordings could facilitate the creation of an inclusive learning environment and inculcate a positive learning experience. Work presented in this article adds to the growing debate on the institutional deployment of lecture recordings and their impact on students' engagement and learning. It also demonstrated how educational researchers could utilise social network and sentiment analysis to examine critical issues in education.

In 2016, a number of language applications released chatbots to complement their programmes. Used primarily in informal learning settings, chatbots enable language learners to engage in conversational speaking practice, which can be perceived as less threatening than face-to-face interactions with native speakers. This study takes a closer look at four second language (L2) chatbots—Duolingo, Eggbun, Memrise, and Mondly—and analyses the experiences which informal language learners expressed on various online platforms (e.g., Duolingo forum, Memrise community, Reddit). Results indicate a degree of curiosity and a willingness to engage in conversation with chatbots. However, learners expressed frustration if the dialogues did not correspond to their learning goals or if they were excluded from using the bots because of technical or payment issues, or discontinuation of services.

No abstract

No abstract

In 2016, a number of language applications released chatbots to complement their programmes. Used primarily in informal learning settings, chatbots enable language learners to engage in conversational speaking practice, which can be perceived as less threatening than face-to-face interactions with native speakers. This study takes a closer look at four second language (L2) chatbots—Duolingo, Eggbun, Memrise, and Mondly—and analyses the experiences which informal language learners expressed on various online platforms (e.g., Duolingo forum, Memrise community, Reddit). Results indicate a degree of curiosity and a willingness to engage in conversation with chatbots. However, learners expressed frustration if the dialogues did not correspond to their learning goals or if they were excluded from using the bots because of technical or payment issues, or discontinuation of services.

With the massive growth in internet user numbers, the use of social technologies has also grown over the past decade and it has changed the way people conduct their business and studies. Today, online social technologies have become part of education which are mainly used to improve learning experiences and facilitate communication between students and instructors. Therefore, instructors consider integrating social technologies such as Facebook and synchronous communication channels in their educational activities based on the fact that students spend lots of time on such social technologies. However, perceived use of social technologies of students and instructors as well as their aims of using them might be different. This study compares students' and instructors' perceived use and effectiveness of online social technologies to fully comprehend the viability of online social technologies in universities. Independent-sample t-test is applied to data collected from 370 students and 106 instructors to find the similarities and differences in perceptions and effectiveness between students and instructors.

No abstract