Student perspectives on online lectures during the Covid-19 lockdown
DOI:
https://doi.org/10.29311/ndtps.v0i17.3950Keywords:
Blended learning, Online learning, Recorded lecturesAbstract
This article outlines an exploratory study that investigated students’ perceptions of the benefits and disadvantages of lecture recordings delivered as part of an introductory chemistry program in the UK during the COVID-19 lockdown in Spring 2020. Three features of these lecture recordings are considered: 1) the production of a series of mini-lectures rather than 50 minute recordings; 2) the inclusion of quiz questions in the video timeline; and 3) the inclusion of a picture-in-picture talking head showing the instructor alongside a captured screen. Analysis of survey data indicates that a majority of students felt that each of these features had a positive impact on their learning and/or experience, with a significant number expressing a preference for the retention of online lectures after the resumption of on-campus teaching. Qualitative data provides valuable insight regarding the specific aspects of the recorded lectures that were perceived to enhance the student experience, supporting the design of future provision both during and beyond the COVID-19 pandemic. The generalizability of the recommendations is also discussed, along with the limitations of the study.
References
Ayres, P. & Sweller, J. (2005). The split-attention principle in multimedia learning. The Cambridge handbook of multimedia learning, 2, 135-146. https://tinyurl.com/43ad953t
Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day: International society for technology in education. https://tinyurl.com/34wubzvk
Bokosmaty, R., Bridgeman, A. & Muir, M. (2019). Using a Partially Flipped Learning Model To Teach First Year Undergraduate Chemistry. Journal of Chemical Education, 96(4), 629-639. DOI: 10.1021/acs.jchemed.8b00414
Brame, C.J. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE—Life Sciences Education, 15(4), es6. DOI 10.1187/cbe.16-03-0125
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. DOI: 10.1191/1478088706QP063OA
Brecht, H.D. (2012). Learning from online video lectures. Journal of Information Technology Education, 11(1), 227-250.
Bree, R.T. & Gallagher, G. (2016). Using Microsoft Excel to code and thematically analyse qualitative data: a simple, cost-effective approach. All Ireland Journal of Higher Education, 8(2). https://tinyurl.com/rzr25u3t
Burnett, J.W., Burke, K.A., Stephens, N.M., Bose, I., Bonaccorsi, C., Wade, A.M. & Awino, J.K. (2020). How the COVID-19 Pandemic Changed Chemistry Instruction at a Large Public University in the Midwest: Challenges Met, (Some) Obstacles Overcome, and Lessons Learned. Journal of Chemical Education, 97(9), 2793-2799. DOI: 10.1021/acs.jchemed.0c00761
Butler, A.C., Karpicke, J.D. & Roediger III, H.L. (2008). Correcting a metacognitive error: feedback increases retention of low-confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(4), 918. DOI: 10.1037/0278-7393.34.4.918
Crouch, C.H. & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American journal of physics, 69(9), 970-977. DOI: 10.1119/1.1374249
Fiorella, L. & Mayer, R.E. (2018). What works and doesn't work with instructional video. Computers in Human Behavior, 89. DOI: 10.1016/j.chb.2018.07.015
Flood, V.J., Amar, F.o.G., Nemirovsky, R., Harrer, B.W., Bruce, M.R. & Wittmann, M. C. (2015). Paying attention to gesture when students talk chemistry: Interactional resources for responsive teaching. Journal of Chemical Education, 92(1), 11-22. DOI: 10.1021/ed400477b
Gilbert, J.K. (2008). Visualization: An emergent field of practice and enquiry in science education. In Visualization: Theory and practice in science education (pp. 3-24): Springer. DOI: 10.1007/978-1-4020-5267-5_1.
Guo, P.J., Kim, J. & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Paper presented at the Proceedings of the first ACM conference on Learning@ scale conference. DOI: 10.1145/2556325.2566239
Jeffery, K.A. & Bauer, C.F. (2020). Students’ Responses to Emergency Remote Online Teaching Reveal Critical Factors for All Teaching. Journal of Chemical Education, 97(9), 2472-2485. DOI: acs.jchemed.0c00736
Jing, H.G., Szpunar, K.K. & Schacter, D.L. (2016). Interpolated testing influences focused attention and improves integration of information during a video-recorded lecture. Journal of Experimental Psychology: Applied, 22(3), 305. DOI: 10.1145/2556325.2566239
Kollalpitiya, K.Y., Partigianoni, C.M. & Adsmond, D.A. (2020). The Role of Communication in the Success/Failure of Remote Learning of Chemistry during COVID-19. Journal of Chemical Education, 97(9), 3386-3390. DOI: 10.1021/acs.jchemed.0c00772
Lagerstrom, L., Johanes, P. & Ponsukcharoen, M.U. (2015). The myth of the six-minute rule: Student engagement with online videos. Paper presented at the Proceedings of the American Society for Engineering Education. DOI: 10.18260/p.24895
Lee, M.W. (2020). Online Teaching of Chemistry during the Period of COVID-19: Experience at a National University in Korea. Journal of Chemical Education, 97(9), 2834-2838. DOI: 10.1021/acs.jchemed.0c00881
Li, L.-Y. (2019). Effect of prior knowledge on attitudes, behavior, and learning performance in video lecture viewing. International Journal of Human–Computer Interaction, 35(4-5), 415-426. DOI: 10.1080/10447318.2018.1543086
Mayer, R.E. (2014). Principles based on social cues in multimedia learning: Personalization, voice, image, and embodiment principles. The Cambridge handbook of multimedia learning, 16, 345-370. https://tinyurl.com/5abs2ys9
Mayer, R.E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52. DOI: 10.1207/S15326985EP3801_6
McCusker, C.E. & Mohseni, R. (2020). Reflections on Transitioning to Online General Chemistry in Southern Appalachia. Journal of Chemical Education, 97(9), 2913-2916. DOI: 10.1021/acs.jchemed.0c00743
Morgan, J. (2003). Lecturing for learning. A Handbook for Teaching and Learning in Higher Education: enhancing academic practice. H. Fry, S. Ketteridge and S. Marshall. Abingdon, RoutledgeFalmer, 75-90.
Nordmann, E., Calder, C., Bishop, P., Irwin, A. & Comber, D. (2019). Turn up, tune in, don’t drop out: The relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study. Higher Education, 77(6), 1065-1084. DOI: 10.1007/s10734-018-0320-8
Nordmann, E., Horlin, C., Hutchison, J., Murray, J.-A., Robson, L., Seery, M. & MacKay, J. (2020). 10 simple rules for supporting a temporary online pivot in higher education. PLOS Computational Biology. DOI: 10.1371/journal.pcbi.1008242
Petillion, R.J., & McNeil, W.S. (2020a). Johnstone’s Triangle as a Pedagogical Framework for Flipped-Class Instructional Videos in Introductory Chemistry. Journal of Chemical Education, 97(6), 1536-1542. DOI: 10.1021/acs.jchemed.9b01105
Petillion, R.J., & McNeil, W.S. (2020b). Student Experiences of Emergency Remote Teaching: Impacts of Instructor Practice on Student Learning, Engagement, and Well-Being. Journal of Chemical Education, 97(9), 2486-2493. DOI: 10.1021/acs.jchemed.0c00733
Ranga, J.S. (2020). Factors Influencing Student Learning in Semi-Flipped General Chemistry Courses. Journal of Chemical Education, 97(8), 2130-2139. DOI: 10.1021/acs.jchemed.9b01165
Read, D., Barnes, S.M., Hughes, O., Ivanova, I.T., Sessions, A. & Wilson, P. J. (2022). Supporting student collaboration in online breakout rooms through interactive group activities. New Directions in the Teaching of Physical Sciences, 17. DOI: 10.29311/ndtps.v0i17.3946
Read, D., Barnes, S.M., Hyde, J. & Wright, J. S. (2019). Nurturing reflection in science foundation year undergraduate students. Teaching Chemistry in Higher Education: A Festschrift in Honour of Professor Tina Overton, 23. https://tinyurl.com/3zb6pz2t
Read, D., Watts, J.K. & Wilson, T.J. (2016). Partial flipping to support learning in lectures. In The Flipped Classroom Volume 2: Results from Practice (pp. 55-79): ACS Publications.
DOI: 10.1021/bk-2016-1228.ch004
Reid, N. (2019). A tribute to Professor Alex H Johnstone (1930–2017): His unique contribution to chemistry education research. Chemistry Teacher International, 1(1). DOI: 10.1515/cti-2018-0016
Roediger III, H.L. & Butler, A.C. (2011). The critical role of retrieval practice in long-term retention. Trends in cognitive sciences, 15(1), 20-27. DOI: 10.1016/j.tics.2010.09.003
Roth, W.M. & Welzel, M. (2001). From activity to gestures and scientific language. Journal of research in science teaching, 38(1), 103-136. DOI: 10.1002/1098-2736(200101)38:1%3C103::AID-TEA6%3E3.0.CO;2-G
Sarju, J.P. (2020). Rapid Adaptation of a Traditional Introductory Lecture Course on Catalysis into Content for Remote Delivery Online in Response to Global Pandemic. Journal of Chemical Education, 97(9), 2590-2597. DOI: 10.1021/acs.jchemed.0c00786
Schacter, D.L., & Szpunar, K.K. (2015). Enhancing attention and memory during video-recorded lectures. Scholarship of Teaching and Learning in Psychology, 1(1), 60. https://tinyurl.com/4jpyjmfk
Schell, J., & Mazur, E. (2015). Flipping the chemistry classroom with peer instruction. In J. Garcia-Martinez & E. Serrano-Torregrossa (Eds.), Chemistry Education: Best Practices, Opportunities and Trends. Wiley-VCH (pp. 319-343). https://tinyurl.com/9hw7t3xm
Szpunar, K.K. (2017). Directing the Wandering Mind. Current Directions in Psychological Science, 26(1), 40-44. DOI: 10.1177/0963721416670320
Szpunar, K.K., Khan, N.Y. & Schacter, D.L. (2013). Interpolated memory tests reduce mind wandering and improve learning of online lectures. Proceedings of the National Academy of Sciences, 110(16), 6313-6317. DOI: 10.1073/pnas.1221764110
Van Gog, T. (2014). 11 The Signaling (or Cueing) Principle in Multimedia Learning. The Cambridge handbook of multimedia learning, 263. https://tinyurl.com/9y7dass4
Wang, J., Antonenko, P. & Dawson, K. (2020). Does visual attention to the instructor in online video affect learning and learner perceptions? An eye-tracking analysis. Computers & Education, 146, 103779. DOI: 10.1016/j.compedu.2019.103779
Wang, J. & Antonenko, P. D. (2017). Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in Human Behavior, 71, 79-89. DOI: 10.1016/j.chb.2017.01.049
