Journal Article
Summary: Online lecture accessibility and its influence on performance in skills-based courses
Title: “ Online lecture accessibility and its influence on performance in skills-based courses”
Name: Nicole Salazar
Date: 5/06/2010
Reference: Le, A. , Joordens, S. , Chrysostomou, S. , & Grinnell, R. (2010). Online lecture accessibility and its influence on performance in skills-based courses. Computers & Education, 55(1), 313-319.
Problem:
The way people learn and process information is varies from person to person. Some students have difficulty processing information while in school because it is delivered largely in one way, through lecture. The author of the article discusses that perhaps the use of online technology for technology could tailor to those students who process it differently especially in the classes more problem based as well as traditional courses providing more flexibility to students.
Context:
The study had been conducted in a classroom at the University of Toronto at Scarborough where the material was more theory and definitions based. This time the author wanted to focus on material that was more problem based such as calculus. Two experiments took place in this study. The participants in the first study were those enrolled in two math classes. The lecturer in the classroom was videotaped and then posted online for the students to view. Here the students were able to use the pause feature and listen to the lecture at their own pace. At the end of the semester the students were notified and were invited to fill out a survey. During the second experiment in the study the participants were those who were enrolled in a particular math course. This experiment examines how students studying approaches correlate with their use of online lectures, the pause and seeks functions and course performance. Towards the end of the semester the students were again asked to fill out a survey explaining their experience with online videos of the lectures.
Findings:
The students were in fact using the lectures posted online and were using the features associated with the media player, pause and seek. While scores increased during their previous study when used in a class with more theory, definition and experiment, the scores really didn’t change in a more skills, problem based course. They found that the students who were using the online tools were generally the students who performed most poorly. The author noted explained that this may the reason especially in math courses, as memorization isn’t a learning strategy in comparison to actually knowing the material. The author also noted that perhaps studying approaches could also have an impact especially with the type of material being taught. The second experiment the results from the first findings supported their predictions that those who study deeper and learn deeper performed better.
Recommendations:
I partially agree with the author of this study. While flexibility and blended learning to tailor to individuals learning styles is important I think perhaps utilizing the internet and technology in more ways than just posting lectures online could further enhance learning capabilities. Flexibility online also causes issues of attendance to traditional classroom teachings.
Title: “ Online lecture accessibility and its influence on performance in skills-based courses”
Name: Nicole Salazar
Date: 5/06/2010
Reference: Le, A. , Joordens, S. , Chrysostomou, S. , & Grinnell, R. (2010). Online lecture accessibility and its influence on performance in skills-based courses. Computers & Education, 55(1), 313-319.
Problem:
The way people learn and process information is varies from person to person. Some students have difficulty processing information while in school because it is delivered largely in one way, through lecture. The author of the article discusses that perhaps the use of online technology for technology could tailor to those students who process it differently especially in the classes more problem based as well as traditional courses providing more flexibility to students.
Context:
The study had been conducted in a classroom at the University of Toronto at Scarborough where the material was more theory and definitions based. This time the author wanted to focus on material that was more problem based such as calculus. Two experiments took place in this study. The participants in the first study were those enrolled in two math classes. The lecturer in the classroom was videotaped and then posted online for the students to view. Here the students were able to use the pause feature and listen to the lecture at their own pace. At the end of the semester the students were notified and were invited to fill out a survey. During the second experiment in the study the participants were those who were enrolled in a particular math course. This experiment examines how students studying approaches correlate with their use of online lectures, the pause and seeks functions and course performance. Towards the end of the semester the students were again asked to fill out a survey explaining their experience with online videos of the lectures.
Findings:
The students were in fact using the lectures posted online and were using the features associated with the media player, pause and seek. While scores increased during their previous study when used in a class with more theory, definition and experiment, the scores really didn’t change in a more skills, problem based course. They found that the students who were using the online tools were generally the students who performed most poorly. The author noted explained that this may the reason especially in math courses, as memorization isn’t a learning strategy in comparison to actually knowing the material. The author also noted that perhaps studying approaches could also have an impact especially with the type of material being taught. The second experiment the results from the first findings supported their predictions that those who study deeper and learn deeper performed better.
Recommendations:
I partially agree with the author of this study. While flexibility and blended learning to tailor to individuals learning styles is important I think perhaps utilizing the internet and technology in more ways than just posting lectures online could further enhance learning capabilities. Flexibility online also causes issues of attendance to traditional classroom teachings.
