Electronic Delivery of Lectures in the University Environment: An Empirical Comparison of Three Delivery Styles

Autor/inn/en	Stephenson, Julia E.; Brown, Clifford; Griffin, Darren K.
Titel	Electronic Delivery of Lectures in the University Environment: An Empirical Comparison of Three Delivery Styles
Quelle	In: Computers & Education, 50 (2008) 3, S.640-651 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2006.08.007
Schlagwörter	Student Attitudes; Student Reaction; Genetics; Lecture Method; Virtual Classrooms; Distance Education; College Instruction; Courseware; Student Evaluation; Instructional Effectiveness; Science Instruction; Learning Processes; Questionnaires; Test Results; Educational Technology + Suchen Sie Ihr Suchwort? Schülerverhalten; Schülerkritik; Humangenetik; Distance study; Distance learning; Fernunterricht; Hochschullehre; Lernsoftware; Schulnote; Studentische Bewertung; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; Fragebogen; Unterrichtsmedien
Abstract	The purpose of this study was to consider the efficacy and popularity of "Virtual Lectures" (text-based, structured electronic courseware with information presented in manageable "chunks", interaction and multimedia) and "e-Lectures" (on-screen synchrony of PowerPoint slides and recorded voice) as alternatives to traditional lectures. We considered how three modes of delivery compare when increasingly deeper forms of learning are assessed and also student reaction to electronic delivery. Fifty-eight students in three groups took three topics of a human genetics module, one in each delivery style. Results indicated no overall greater efficacy of either delivery style when all question types were taken into account but significantly different delivery-specific results depending on which level of Bloom's taxonomy was assessed. That is, overall, questions assessing knowledge consistently achieved the highest marks followed by analysis, comprehension, evaluation and application. Students receiving traditional lectures scored significantly lower marks for comprehension questions. Students receiving Virtual Lectures scored high for knowledge, comprehension and application but significantly lower for analysis and evaluation questions. The e-Lectures scored high for knowledge questions and were the median for all question types except application. Questionnaire analysis revealed a preference for traditional lectures over computer-based but nevertheless an appreciation of the advantages offered by them. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10