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Death of the Lecture Theatre? The effectiveness of online lectures in

Death of the Lecture Theatre? The effectiveness of online lectures in campus based undergraduate business degrees. PRESENTATION TO THE UNIVERSITY OF HERTFORDSHIRE LEARNING AND TEACHING CONFERENCE 29 th July 2018 CAROLINE WILSON DAVID OGLE Senior Lecturers

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Death of the Lecture Theatre? The effectiveness of online lectures in

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  1. Death of the Lecture Theatre? The effectiveness of online lectures in campus based undergraduate business degrees PRESENTATION TO THE UNIVERSITY OF HERTFORDSHIRE LEARNING AND TEACHING CONFERENCE 29th July 2018 CAROLINE WILSON DAVID OGLE Senior Lecturers Hertfordshire Business School

  2. Death of the Lecture Theatre? The effectiveness of online lectures in campus based undergraduate business degrees • THIS RESEARCH IS BASED ON THE REDESIGN OF • PRINCIPLES OF MARKETING – Semester A and B • Student Persona: • Level 4 • Broad range of Programmes Across the Business School • Not necessarily marketing specialists • Student Numbers: Around 600 a year

  3. Death of the Lecture Theatre? The effectiveness of online lectures in campus based undergraduate business degrees ON THE PLUS SIDE: Module results had always been solid. Students performed well. Module results – average results were steady ranging between 51% and 54% average each year BUT: Lecture attendance was very low – Students did not engage with the lecture

  4. QUESTIONS? DOES IT REALLY MATTER IF STUDENTS ATTEND LECTURES?

  5. Death of the Lecture Theatre? The effectiveness of online lectures in campus based undergraduate business degrees Does it really matter if students attend – the Pedagogy! • Wide perception UK wide that lecture attendance rates falling (Kelly, 2012) • Lectures may be ineffective due to poor concentration spans (Biggs and Tang, 2007) • The lecture an be demonstrably worse than any other teaching activity (Biggs and Tang, 2007) • Where teaching is didactic there is no difference between online and face-to-face delivery (Kinash et al, 2015) • High correlation between engagement with lectures and stronger academic results. However little difference in performance between those who attended lectures and those who engaged online (Weiling and Hofman (2010) • Meta-analysis of 50 studies by Means et al (2010) shows students in online conditions performed modestly better that those taught face-to-face • Steiner and Hyman (2010) also note no significant difference in performance when lectures are delivered face-to-face, online, or hybrid, but that choice matters. • Estelami (2012) found that student perception and performance is improved by hybrid delivery.

  6. Death of the Lecture Theatre? The effectiveness of online lectures in campus based undergraduate business degrees What Are The Drivers for Change? • The Youtube Generation – short attention spans • Technological Possibilities • Student Lifestyle • Sociological reasons for poor attendance • - part-time work • - poor public transport • - off campus living (Kelly, 2012) • Increasing Diversity of Learning Styles • - Robert and Susan (Biggs and Tang 2007) • - Passive versus Active.

  7. QUESTIONS? IS THERE A BETTER WAY TO DELIVER LEARNING MATERIAL FOR AN ON CAMPUS DEGREE?

  8. PAST: 1 hour FACE TO FACE lecture per week 1 hour tutorial per week Lectures and tutorials linked to topics PRESENT: ONLINE lectures Every lecture posted upfront Lectures length 10-20 mins 5 * 2 Hour Boot Camp Tutorials (2 groups per semester) Peer Marking of tutorial prep – Contributes to module mark Deep connection between assessment and tutorials

  9. Death of the Lecture Theatre? The effectiveness of online lectures in campus based undergraduate business degrees Results: Academic Achievement

  10. Turning a Module on Its Head Taking Risks on a Large Module – Results Results: Engagement with Tutorials Tutorial attendance not formally measured. Submitted peer marked preparation suggests high engagement. No tutorial preparation, no marks. No attendance, no marks. Tutor experience: anecdotal feedback on improved in-class engagement Qualitative feedback from tutors indicates they are enjoying the teaching more because of the changes in the way the module is structured

  11. Death of the Lecture Theatre? The effectiveness of online lectures in campus based undergraduate business degrees Level of Multiple Viewings: 1.3 views per lecture on average

  12. Death of the Lecture Theatre? The effectiveness of online lectures in campus based undergraduate business degrees

  13. Death of the Lecture Theatre? The effectiveness of online lectures in campus based undergraduate business degrees Clarity Easier Manageable Like Online Helpful Time saving/Anytime Replayable Notetaking

  14. Death of the Lecture Theatre? The effectiveness of online lectures in campus based undergraduate business degrees Hard to keep up with Impersonal Unstimulating/boring Prefer Live Time to watch Technical problems

  15. Death of the Lecture Theatre? The effectiveness of online lectures in campus based undergraduate business degrees • What did we learn? • There has been a significant increase in performance on this module by 6% points • There was no significant difference in engagement between online and live lectures (Robert and Susan effect?) • Student perceptions were mixed • Negative students’ comments did not indicate reasons for preference of online lectures • Despite roughly equal positive and negative perceptions, academic results are better. • Student preferences do not necessarily correlate with results

  16. QUESTIONS? SO IS THIS THE DEATH OF THE LECTURE THEATRE?

  17. Death of the Lecture Theatre? The effectiveness of online lectures in campus based undergraduate business degrees For this Module at our University: Live lectures are categorically not necessary for good academic results – results consistently improved over 7 cohorts (2.5 years) Live lectures do not improve student engagement – there was no significant difference in engagement between lecture types. However Live lectures are important from a student perception point of view – offering choice for different learning styles.

  18. Death of the Lecture Theatre? The effectiveness of online lectures in campus based undergraduate business degrees References: Biggs, J., and Tang, C. (2007) Teaching for Quality Learning at University. 3rd ed. Berkshire: McGraw Hill Society for Research into Higher Education and Open University  Estelami, H., (2012) An Exploratory Study of the Drivers of Student Satisfaction and Learning Experience in Hybrid-Online and Purely Online Marketing Courses Marketing Education Review 22, 2, pp 143-156 Kelly, G. E., (2012) Lecture attendance rates at university and related factors, Journal of Further and Higher Education, 36:1, 17-40 Kinash, S., Knight, D., & McLean, M. (2015). Does Digital Scholarship through Online Lectures Affect Student Learning? Educational Technology & Society, 18 (2), 129–139.  Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies U.S. Department of Education Office of Planning, Evaluation, and Policy Development Policy and Program Studies Service Available at https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf [accessed 16.02.2017] Steiner, S, & Hyman, M (2010) Improving the student experience: allowing students enrolled in a required course to select online or face-to-face instruction , Marketing Education Review, 20, 1, pp 29-33 Wieling M. B., & Hofman W. H.A. (2010) The impact of online video lecture recordings and automated feedback on student performance Computers & Education 54 (2010) 992–998 Wilson, C. (2017) The Effectiveness of Online Lectures in Campus Based Undergraduate Degrees University of Hertfordshire

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