Web-Based Lecture Technologies and Learning and Teaching: A Study of Change in Four Australian Universities

Autor/inn/en	Gosper, M.; McNeill, M.; Phillips, R.; Preston, G.; Woo, K.; Green, D.
Titel	Web-Based Lecture Technologies and Learning and Teaching: A Study of Change in Four Australian Universities
Quelle	In: ALT-J: Research in Learning Technology, 18 (2010) 3, S.251-263 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7769
DOI	10.1080/09687769.2010.529111
Schlagwörter	Lecture Method; Educational Change; Web Based Instruction; Technology Uses in Education; Technology Integration; Case Studies; Vignettes; Interviews; Student Attitudes; Teacher Attitudes; Educational Innovation; Virtual Classrooms; Teaching Methods; Learning Strategies; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Bildungsreform; Web Based Training; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten; Instructional innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Australien
Abstract	The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning--freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture experience and enabling them to revisit key concepts and ideas in their own time. Less transformational has been the impact on teaching. Although changing attendance patterns and disquiet about the quality of learning are of concern to many, lecturers have largely responded by simply modifying lectures. For most, the challenges of catering for the learning needs of a cohort with variable lecture attendance have not been addressed at a whole of the curriculum level. The technologies have been added on, rather than integrated into the curriculum. This paper will review the changes taking place in learning and teaching, explore the reluctance to embrace more wholesale change to the curriculum, and discuss the implications for institutions in the face of ongoing change. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10