A survey of first-year biology student opinions regarding live lectures and recorded lectures as learning tools

Author:

Simcock D. C.12,Chua W. H.3,Hekman M.4,Levin M. T.3,Brown S.12

Affiliation:

1. Department of Biomedicine, College of Public Health, Medicine, and Veterinary Science, James Cook University, Cairns, Queensland, Australia;

2. Deviot Institute, Deviot, Tasmania, Australia;

3. Institute of Food Science and Technology, College of Health, Massey University, Palmerston North, New Zealand; and

4. Institute of Veterinary, Animal, and Biomedical Science, College of Science, Massey University, Palmerston North, New Zealand

Abstract

A cohort of first-year biology students was surveyed regarding their opinions and viewing habits for live and recorded lectures. Most respondents (87%) attended live lectures as a rule (attenders), with 66% attending more than two-thirds of the lectures. In contrast, only 52% accessed recordings and only 13% viewed more than two-thirds of the available recordings. Respondents regarded lectures as efficient for information delivery (75%), and 89% enjoyed live lectures because they were useful for learning (89%), understanding coursework (94%), and keeping up with the subject (93%). Lecture enjoyment was driven less by entertainment (34%) or interaction with the lecturers (47%), although most students preferred an entertaining lecturer to a factual expert (72%). Exam marks were positively correlated with the number of lectures attended ( P < 0.001) and negatively correlated with the number of recordings viewed ( P < 0.05), although marks were similar for lecture attenders and nonattenders ( P > 0.05). Lecture attenders mostly missed lectures to complete assessments during the same week (68%), whereas nonattenders were more likely to miss lectures due to outside commitments or preference for study from books or recorded lectures ( P < 0.001). Recordings were used to replace missed lectures (64%), rather than for revision, and were viewed mostly alone (96%) in one sitting (65%). Only 22% of respondents agreed that some lectures could be replaced by recordings, but 59% agreed with having some videoconference lectures from experts on another campus. Overall, this cohort showed a clear preference for live lectures over recordings, with limited support for synchronous videoconference lectures.

Publisher

American Physiological Society

Subject

General Medicine,Physiology,Education

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