Online Lecture Accessibility and Its Influence on Performance in Skills-Based Courses

Autor/inn/en	Le, Ada; Joordens, Steve; Chrysostomou, Sophie; Grinnell, Raymond
Titel	Online Lecture Accessibility and Its Influence on Performance in Skills-Based Courses
Quelle	In: Computers & Education, 55 (2010) 1, S.313-319 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.01.017
Schlagwörter	Learning Strategies; Calculus; Lecture Method; Instructional Effectiveness; College Students; Distance Education; Internet; Blended Learning; Computer Interfaces; Web Based Instruction; Skill Development; Mathematics Instruction; Mathematics Achievement; Mathematics Skills; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Unterrichtserfolg; Collegestudent; Distance study; Distance learning; Fernunterricht; Web Based Training; Kompetenzentwicklung; Qualifikationsentwicklung; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Ausland; Kanada
Abstract	At the University of Toronto at Scarborough, we provide enhanced flexibility to our students using a blended-learning approach (i.e., the webOption) whereby students can attend lectures live, watch them online at their convenience, or both. The current research examines the use of pause and seeks features afforded by the webOption interface and how these features are related to students' learning approaches and their performance in calculus courses. These courses emphasize the teaching of mathematical proofs; cognitive skills that are enhanced with practice (Schneider & Shiffrin, 1977). Access to online lectures allows students to re-experience the professor as they teach these skills. Given this, it was predicted that use of the webOption might be especially potent in these learning contexts. The results we report here do not confirm that prediction. Students do use and appreciate the features of the webOption, however, those students who augmented their class attendance with online viewing, and those who used the lecture-control features the most, were actually the students who performed most poorly. We interpreted the results to be due to different learning strategies and the manner in which these strategies interact with course content. Our results suggest that using the pause feature is related to a surface strategy of learning, which is in turn related to poorer performance in the course. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10