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A Survey of First-Year Biology Student Opinions Regarding Live Lectures and Recorded Lectures as Learning Tools

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Title: A Survey of First-Year Biology Student Opinions Regarding Live Lectures and Recorded Lectures as Learning Tools
Language: English
Authors: Simcock, D. C., Chua, W. H., Hekman, M., Levin, M. T., Brown, S.
Source: Advances in Physiology Education. Mar 2017 41(1):69-76.
Availability: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Peer Reviewed: Y
Page Count: 8
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Freshmen, Student Attitudes, Preferences, Biology, Lecture Method, Conventional Instruction, Videoconferencing, Attendance, Student Surveys, Cohort Analysis, Learner Engagement, Comparative Analysis, Correlation, Data Analysis, Foreign Countries
Geographic Terms: New Zealand
DOI: 10.1152/advan.00117.2016
ISSN: 1043-4046
Abstract: A cohort of first-year biology students was surveyed regarding their opinions and viewing habits for live and recorded lectures. Most respondents (87%) attended live lectures as a rule (attenders), with 66% attending more than two-thirds of the lectures. In contrast, only 52% accessed recordings and only 13% viewed more than two-thirds of the available recordings. Respondents regarded lectures as efficient for information delivery (75%), and 89% enjoyed live lectures because they were useful for learning (89%), understanding coursework (94%), and keeping up with the subject (93%). Lecture enjoyment was driven less by entertainment (34%) or interaction with the lecturers (47%), although most students preferred an entertaining lecturer to a factual expert (72%). Exam marks were positively correlated with the number of lectures attended (P < 0.001) and negatively correlated with the number of recordings viewed (P < 0.05), although marks were similar for lecture attenders and nonattenders (P > 0.05). Lecture attenders mostly missed lectures to complete assessments during the same week (68%), whereas nonattenders were more likely to miss lectures due to outside commitments or preference for study from books or recorded lectures (P < 0.001). Recordings were used to replace missed lectures (64%), rather than for revision, and were viewed mostly alone (96%) in one sitting (65%). Only 22% of respondents agreed that some lectures could be replaced by recordings, but 59% agreed with having some videoconference lectures from experts on another campus. Overall, this cohort showed a clear preference for live lectures over recordings, with limited support for synchronous videoconference lectures.
Abstractor: As Provided
Number of References: 25
Entry Date: 2017
Accession Number: EJ1129802
Database: ERIC
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  Data: A Survey of First-Year Biology Student Opinions Regarding Live Lectures and Recorded Lectures as Learning Tools
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  Data: A cohort of first-year biology students was surveyed regarding their opinions and viewing habits for live and recorded lectures. Most respondents (87%) attended live lectures as a rule (attenders), with 66% attending more than two-thirds of the lectures. In contrast, only 52% accessed recordings and only 13% viewed more than two-thirds of the available recordings. Respondents regarded lectures as efficient for information delivery (75%), and 89% enjoyed live lectures because they were useful for learning (89%), understanding coursework (94%), and keeping up with the subject (93%). Lecture enjoyment was driven less by entertainment (34%) or interaction with the lecturers (47%), although most students preferred an entertaining lecturer to a factual expert (72%). Exam marks were positively correlated with the number of lectures attended (P &lt; 0.001) and negatively correlated with the number of recordings viewed (P &lt; 0.05), although marks were similar for lecture attenders and nonattenders (P &gt; 0.05). Lecture attenders mostly missed lectures to complete assessments during the same week (68%), whereas nonattenders were more likely to miss lectures due to outside commitments or preference for study from books or recorded lectures (P &lt; 0.001). Recordings were used to replace missed lectures (64%), rather than for revision, and were viewed mostly alone (96%) in one sitting (65%). Only 22% of respondents agreed that some lectures could be replaced by recordings, but 59% agreed with having some videoconference lectures from experts on another campus. Overall, this cohort showed a clear preference for live lectures over recordings, with limited support for synchronous videoconference lectures.
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  Data: 2017
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      – SubjectFull: College Freshmen
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Preferences
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