Using Pre-Lecture Activities to Enhance Learner Engagement in a Large Group Setting

Autor/inn/en	Kinsella, Gemma K.; Mahon, Catherine; Lillis, Seamus
Titel	Using Pre-Lecture Activities to Enhance Learner Engagement in a Large Group Setting
Quelle	In: Active Learning in Higher Education, 18 (2017) 3, S.231-242 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787417715205
Schlagwörter	Learner Engagement; Large Group Instruction; Prior Learning; Technology Uses in Education; Feedback (Response); Multiple Choice Tests; Undergraduate Students; Biochemistry; Foreign Countries; Lecture Method; Questionnaires; Computer Mediated Communication; Electronic Learning; Academic Achievement; Science Instruction; Ireland + Suchen Sie Ihr Suchwort? Vorkenntnisse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Biochemie; Ausland; Fragebogen; Computerkonferenz; Schulleistung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Irland
Abstract	The disadvantage to students of beginning a module with no prior knowledge or inaccurate knowledge is well documented. For learners, the development of the necessary prior knowledge to facilitate their learning is essential. The use of screencasts, whether prior to or during class, is becoming more widespread. There is a need, however, to better understand how these are used and whether or not there is any impact on overall learner engagement and academic achievement when a component with instantaneous feedback (such as a multiple choice quiz) is embedded into the pre-lecture screencast activity. In this study, pre-learning activities consisting of screencasts and multiple choice quizzes were introduced to improve student engagement with the topic, gauge common misconceptions and give timely feedback to the students. An examination of screencast usage indicated that students did not predominantly nor exclusively employ the resources as originally intended, that is, in advance of lectures. Rather, students continued to access the activities across the module and often after the associated lecture. Implications are discussed with an acknowledgement of the importance of taking into account how learners prefer to use resources when designing and introducing new activities to modules. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01