Australian University Students' Access to Web-Based Lecture Recordings and the Relationship with Lecture Attendance and Academic Performance

Autor/in	Chapin, Laurie A.
Titel	Australian University Students' Access to Web-Based Lecture Recordings and the Relationship with Lecture Attendance and Academic Performance
Quelle	In: Australasian Journal of Educational Technology, 34 (2018) 5, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Lecture Method; Academic Achievement; Grades (Scholastic); Educational Technology; Universities; Undergraduate Students; Student Attitudes; Psychology; Tests; Attendance; Comparative Analysis; Foreign Countries; Web Based Instruction; Australia + Suchen Sie Ihr Suchwort? Schulleistung; Notenspiegel; Unterrichtsmedien; University; Universität; Schülerverhalten; Psychologie; Examination; Prüfung; Examen; Anwesenheit; Ausland; Web Based Training; Australien
Abstract	Web-based lecture technology (WBLT) allows students access to recorded lectures delivered live to the classroom any time and to any device with internet. This technology has become standard across universities. This study of Australian undergraduate psychology students explored many important questions related to WBLT. About 75% of students surveyed utilised recorded lectures. Qualitative responses allowed students to explain many reasons for using WBLT, including to study for exams, regular study throughout the semester, to catch up on lectures they missed attending, and to clarify specific parts of the lecture. Four types of students were identified. Those who: (1) attended lectures regularly and did not access recordings; (2) attended most or all lectures and also accessed recordings to reinforce learning and for exams; (3) attended lectures but when they missed class accessed recordings; also accessed to reinforcing learning and for exams; and (4) did not attend lectures (by choice or due to personal circumstances) and only accessed lecture recordings. No differences in final grades were found based on higher/lower lecture attendance or higher/lower access of lecture recordings. It is concluded that WBLT is flexible, allowing students to apply it in different ways and the different patterns are related to similar academic achievement. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01