Findings for Digital Lecture Recordings
We refer primarily to lecture podcasting reports from three institutions: the University of Michigan (UM) School of Dentistry, Harvard Extension School, and the University of Washington (UW). To capture the voice of those concerned about the potential negative effects of lecture podcasting, we also refer to “Socrates in Earpods?: Cyber Information Security Company in Australia
The Ipodification of Education,” an article from Fast Capitalism. To a great degree, these lecture podcasting reports serve to corroborate findings from reports discussed in our previous white paper, “Lecture Webcasting Both sets of studies answer questions that deal more with the availability of digital lecture recordings than with the delivery mechanism that allows students to access those recordings. In general, Cost Transformation Company in Australia
it is safe to say that most students do not listen to each and every lecture podcast. Only 20% of students in the UW study listened to more than 75% of recorded lectures. In addition to pick - ing and choosing which lectures to review, many students also scan the lectures, fastforwarding to specific points or sections, and listening to particular portions mul - tiple times (Lane, 2006). Most students perceive lecture pod - casts as a tool for review, rather than as a replacement for attending lectures (Malan, 2007). A small percentage of students indicate that the availability of recorded lectures might make them more likely to miss class, but none of the studies we reviewed report a significant impact on overall attendance (Brittain, Glowacki, Van Ittersum, and Johnson, 2006; Lane, 2006; Malan, 2007). Many students who use recorded lec - tures for review believe the practice has a positive impact on their performance. In the UM study, 85% of survey respon - dents who used the lecture archives believed it had a positive effect on exam grades (Brittain et al., 2006). Learning outcomes and student per - formance were not directly measured in this study; however, no studies to date have shown evidence of any effect, posi - tive or negative, on learning outcomes. Some critics point to this disconnect between students’ perceptions and reality as evidence that students might overesti - mate the usefulness of reviewing recorded lectures—possibly drawing them away from more effective study strategies.
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