- Title
- The impact of web-based lecture technologies on current and future practices in learning and teaching
- Creator
- Gosper, Maree; Green, David; McNeill, Margot; Phillips, Rob; Preston, Greg; Woo, Karen
- Relation
- https://www.mq.edu.au/ltc/altc/wblt/research/report.html
- Publisher
- Australian Learning and Teaching Council
- Resource Type
- report
- Date
- 2008
- Description
- Web-based lecture technologies (WBLT), designed to digitally record lectures for delivery over the web, are just one of a range of information and communication technologies that have been introduced in response to the changing context of higher education in the past decade. Universities have invested substantial resources in developing infrastructure to provide flexible options for students and to support their learning. The focus of developmental activity is often on operational imperatives to ensure the smooth running of the technology in secure and interoperable environments, rather than in supporting staff and students in the use of the technologies for learning and teaching. There has been a rapid uptake of WBLT technologies in recent years. Their popularity with students is well recognised. However, from an institutional perspective, they are having a disruptive influence; challenging long held traditions of university teaching, students’ attendance patterns and ways of learning. This project was conducted to explore these influences and gain a better understanding of how WBLT are impacting learning and teaching. The results establish a picture of the experiences of students and staff who have used WBLT across a range of different contexts. The views of students and staff who have elected to not make use of the technologies was outside the remit of this study. Further research is suggested to investigate this perspective. The student survey explored students’ experiences of WBLT in the context of a specific unit; their strategies and motivation for learning; their overall experience of WBLT in the university including their perceptions about WBLT’s impact on their relationships with peers, their grades and ease of learning. The staff survey explored staff’s own experiences as well as their perceptions of WBLT’s impacts on their students’ learning. The staff survey was designed to correspond with the student survey where possible, so that staff and students’ perspectives on specific issues could be compared. The three key outcome measures used in the surveys were: positive experience with WBLT; perceptions of benefits for learning; and perceptions of achievement of better results. Regardless of age, gender, enrolment mode or attendance pattern, 76% of students reported positive experiences with WBLT almost always or frequently. Staff experiences, on the other hand, were more varied with 54% of respondents finding use of WBLT to be generally positive, while another 26% found the experience to be negative. Overall, there was a clear mis-match between staff and student views on learning and achievement of better results. Sixty seven percent (67%) of students compared with 30% of staff agreed that WBLT helped students achieve better results. In addition, 80% of students compared with 49% of staff agreed that WBLT made it easier for students to learn.
- Subject
- web-based lecture technologies; information and communication technologies; learning and teaching strategies
- Identifier
- http://hdl.handle.net/1959.13/1058036
- Identifier
- uon:16315
- Rights
- Support for the original work was provided by The Carrick Institute for Learning and Teaching in Higher Education Ltd (now known as the Australian Learning and Teaching Council), an initiative of the Australian Government Department of Education, Employment and Workplace Relations.
- Language
- eng
- Full Text
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