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Having seen this (interesting article btw) and some of the negative press about Cambridge uni using on-line lectures for all lectures next year, I thought I'd write a thread on this topic.
#onlinelearning
#lectures
#Covid_19
(1/)
Before concluding whether on-line lectures are good or bad, I'd ask:
How effective are lectures (in terms of retention of info?)
What proportion of lectures are truly interactive?
What is the avg lecture attendance rate within progs/schools /HEIs /nationally?

(2/)
Problems with lectures have been reported extensively in the pedagogic literature. Even in the 1970's, Donald Bligh called for the end of them
books.google.co.uk/books/about/Wh…
(3/)
And many of us are aware of the "Death by PowerPoint" phenomenon

(4/)
The Learning pyramid theory places lectures at the bottom in terms of average student retention rates
(5/)
A BBC report from 2016 questioned why lectures were still being used. It refers to one study from Harvard where lecture attendance falls from 79% at term start to 43% at the end
bbc.co.uk/news/amp/busin…
Recent UK data would be useful to see
(6/)
Whilst some lecturers adopt an interactive style, including use of software programmes such as Turning Point or Cervix, this is probably not the norm for most
(7/)
So, what are the potential benefits of on-line lectures?
One of the benefits of blended learning is that students can study at their own pace at a time that best suits them.
(Is a 9am lecture the best time for all to learn?)
(8/)
Access to a library of on-line recorded lectures allows students to listen to content on multiple occasions - very helpful when trying to understand and learn the more difficult concepts.
They can also listen to content whilst on the bus or train.
(9/)
Reflecting on my own time as a student (20 years ago), access to a library of lecture recordings would have been very useful when:
: I missed a lecture (as catching up from a friend was never the same)
: I couldn't make sense of my lecture notes
(10/)
Lecture capture software can also monitor how many times (and how long) a student accesses a particular recording. Prog teams can review these data to identify the most and least popular topics to inform subsequent curriculum reviews
(11/)
Using on-line lectures frees up timetable and lecturer time, possibly allowing more workshops, tutorials, seminars, work-based placements etc.
Some content (e.g. laws of thermodynamics) is unlikely to change each year, so delivering this on-line saves staff time long-term
(12/)
In summary I am in favour of on-line lectures as long as
: Guidance given on the order to view them
: They're followed up with activities to consolidate learning and these are interactive with feedback provided by the lecturer
: Poor student engagement addressed
(13/)
Continued social distancing will bring a big challenge for HEIs. On-line lectures can free up timetable time to facilitate smaller group F2F teaching that allows compliance with social distancing.
Licve, on-line workshops are possible via Adobe Connect, Zoom, MS Teams etc.
14/)
Typo from auto correct meant Veevox not cervix!! 😂
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