"But they won't come to lectures ..." The impact of audio recorded lectures on student experience and attendance

Larkin, Helen

doi:10.14742/ajet.1093

Cited by 77 publications

(86 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In our study, counts of students revealed that attendance frequently fell below 50% of the enrolled cohort, which concurs with the majority of students indicating that they regularly miss at least one lecture a week. It is interesting to note that in some studies [29] low attendance was at 75%, while in others [18], as in this study, attendance fell to much lower levels.…”

Section: Discussionsupporting

confidence: 54%

Engagement of students with lectures in biochemistry and pharmacology

Davis

Hodgson

Macaulay

2012

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

Academic staff at universities have become concerned about the decrease in student attendance at lectures and the implication of this on student achievement and learning. Few studies have measured actual lecture attendance in a coherent or comprehensive way. The aim of this study was to measure actual lecture attendance of students over two year levels enrolled in two separate science disciplines, biochemistry and pharmacology. The study further sought to determine the factors that influence lecture attendance. Attendance at lectures in four units of study was monitored over a 12-week semester. Attendance at lectures decreased over the semester and was lower at early morning lectures (8 A.M.; 9 A.M.). A questionnaire surveying students about their preparation for lectures, their compensation for missed lectures and the factors influencing their nonattendance was administered at the end of the semester. Students reported that the major factors influencing their attendance at lectures related to timetable issues and the quality of lecturing. If students missed lectures, the majority read the lecture notes and listened to the online recordings. The availability of online recordings of lectures was not a major influence on attendance at lectures. In three of the four units studied there was no correlation between self-reported lecture attendance and exam performance. The results of the study indicate that universities should dedicate more resources to timetabling and to supporting staff to improve the quality of their lectures.

show abstract

Section: Discussionsupporting

confidence: 54%

Engagement of students with lectures in biochemistry and pharmacology

Davis

Hodgson

Macaulay

2012

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

show abstract

“…Yet, empirical evidence for this fear is ambiguous (O'Callaghan et al 2015). While some studies found no decreases in lecture attendance (Larkin 2010;Moss et al 2010;Walls et al 2010), others found that students skipped lectures, especially if podcasts were provided as a supplementary review resource (Brotherton and Abowd 2004;Traphagan et al 2010). The low attendance rates in the present survey suggest a decrease in lecture attendance when podcasts are introduced.…”

Section: Focus On Podcasts Neglect Of Face-to-face Lecturesmentioning

confidence: 62%

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

et al. 2017

View full text Add to dashboard Cite

Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer's presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice of different representations of content: face-to-face lectures, lecture recordings as video podcasts, and additional text material. Latent class analysis identified three groups with different patterns of integration of these representations of content: (1) students who focused on podcasts; (2) students who made little use of the different representations of content; (3) students who occasionally made use of the different learning opportunities. Students in group 1 with a focus on podcasts achieved best. They devoted more time to learning and made diligent use of a variety of learning strategies such as note-taking, generating summaries, or rehearsing with the podcasts. The results suggest providing different representations of content to take into account differences in learners' preferences and abilities. They speak in favor of podcasts, especially in lectures with a large audience. However, the results also show a group of learners who make minimal use of the various representations of content. Instructional measures should be taken to engage and support these students.

show abstract

“…In contrast, when a professional presenter gave the podcast, students did not like the voice or tone because it sounded unnatural, and they did not trust the unknown voice. There is still great interest in recording lectures, as recent research suggests (e.g., Larkin, 2010;McGarr, 2009;Scutter, Stupans, Sawyer & King, 2010).…”

Section: Voicementioning

confidence: 99%

Educational design of short, audio-only podcasts: The teacher and student experience

Taylor

Clark

2010

AJET

View full text Add to dashboard Cite

This paper reports the findings of an exploratory study on the use of podcasting in higher education. The study was conducted during 2007 and 2008 and involved students from 20 units of study. Research data was gathered by distributing an in-class survey to 4584 enrolled students, with 39% (1780) of students completing the survey. Qualitative data was gathered by conducting student focus groups, with a total of 158 students participating, and interviewing teaching staff on their podcasting experiences. The results identified three broad approaches to podcasting employed: reframed podcasts, or content reproduced in multiple media (e.g., textbook chapters summarised as podcast episodes); complementary podcasts that added extra information to enhance the student learning experience; and supplementary podcasts that re-design and broadcast content previously presented in class. IntroductionWith each new technology created and disseminated into the global market today, there is a rush by academics to find novel ways to implement and apply these devices in their learning and teaching. Many technologies were not originally intended or designed to be used in the educational field and are often referred to as "edutainment devices" (Egenfeldt-Neilsen, 2005 as cited in Wheeler, 2009). Wheeler (2009) identified 3 common edutainment devices: iPods, global positioning systems, and smart phones not developed for learning, emphasising that "academics require a good understanding of potential teaching applications" if these devices are to be successfully re-purposed into a learning and teaching context. This is especially important given the ongoing debate and scepticism around new technologies being integrated into learning and teaching, especially when applied in a blended learning context.In this paper we present a research study on the possible approaches that academics may take when using podcasting, a means of creating digital resources that is gaining momentum and usage in higher education. Podcasting provides teaching staff with a means to communicate with students by broadcasting a series (a podcast) of multimedia files (podcast episodes) via the Internet, to which students may subscribe. Using audio, or even multimedia, in learning and teaching is not a recent development (Gunn, Woodgate & O'Grady, 2005;Lee, McLoughlin & Chan, 2007;Schlosser & Burmeister, 2006). Nor is RSS (Really Simple Syndication), that which controls the connection of multiple podcast episodes into one subscription, as it has been in use for Taylor and Clark 387 more than a decade and is broadly used by other Internet tools today (Ebner, Nagler & Saranti, 2007;Franklin & Zdonik, 1998). A podcast, then, is unique because it is a combination of these things: a multimedia file, a subscription service and a downloadable (and therefore potentially mobile) digital file. The podcasting process remains the same for most scenarios, whether the podcast is for a radio series, a regular community group announcement or an academic lecture series. Podcasting...

show abstract

"But they won't come to lectures ..." The impact of audio recorded lectures on student experience and attendance

Cited by 77 publications

References 14 publications

Engagement of students with lectures in biochemistry and pharmacology

Engagement of students with lectures in biochemistry and pharmacology

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

Educational design of short, audio-only podcasts: The teacher and student experience

Contact Info

Product

Resources

About