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

Abstract

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.

Lecture capture in higher education: time to learn from the learners

“…This is in line with the findings reported by von Konsky, Ivins and Gribble. (2009) that students in a software engineering course who failed were less likely to have attended or to have made use of recordings and Luttenberger et al (2018) who found a distinct class of students that made minimal use of any and all educational resources.…”

Flipped classroom technology in engineering education: Criteria of educational innovation

“…Согласование критериев педагогической инноватики со смысловыми акцентами, свойственными нормативным правовым концептуальным документам развития российского общества, иллюстрация соответствующих признаков инновационности на примере инженерного образования предполагают использование базирующегося на системном подходе социокультурного концептуального подхода к анализу социальных процессов в обществе и образовании, в частности. Социокультурный подход в образованииэто научно-педагогическое направление, суть которого состоит в том, что социокультурное разнообразие в совокупности систематизирующих его интегрирующих разноуровневых и разнофакторных оснований признаётся важнейшим ресурсом, отправным моментом для обнаружения образовательных проблем и их решения, базисом развития образовательной практики 6 . По справедливому замечанию А. Г. Асмолова, «само понятие социокультурности предполагает отношение к образованию как к опережающему, прогнозирующему институту развития общества.…”

“…Они делают ставку на бизнес-модели, законотворчество, менеджмент и информирование, направленные на имплементацию (взаимную адаптацию) инновации и её потребителя [5]. Поэтому, в отличие от классического подхода, под инновациями всё актуальнее понимать любые новые способы создания стоимости в самых различных сферах человеческой деятельности [6].…”

Effectiveness Using of Flipped Learning Strategy on Some Skillful Learning Aspects of Physical Education Lesson

“…- (20) students of the total research community and outside the basic research sample as exploration sample. Thus, the basic sample and outside the basic research sample consisted of (80) female students by 19.70% of the total population.…”