Electronic Lecture Versus Traditional Lecture: Implications on Students' Learning

Electronic Lecture Versus Traditional Lecture: Implications on Students' Learning

David G. Hassell (Taylor's University, Selangor D.E., Malaysia), Buddhika Hewakandamby (University of Nottingham United Kingdom Campus, Nottingham, UK) and Lee Kok Yueh (Universiti Teknologi Brunei, Brunei Darussalam)
DOI: 10.4018/IJCALLT.2018100105
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This article presents work undertaken in the 2010-2011 academic year at two international campuses of Nottingham University. Although the data was shared after seven years, it is believed the findings have implications for the present time. The primary aim of this study was to compare the use of podcasts against traditional lectures on student learning of a course designed for Bachelors of Engineering (BEng) and Masters of Engineering (MEng) students majoring in chemical engineering, and chemical and environmental engineering. The campus based in the UK (UNUK) taught the module using a conventional “chalk-and-talk” approach whilst the other in Malaysia (UNMC) used electronic lectures (podcasts) to deliver the taught component of the module. The same assessment (exam and coursework) was used in both campuses to measure the differences in effectiveness of the two approaches. The comparison found that the mode of delivery has no obvious effect on the academic performance of the students for both coursework and exam components, however, the electronic lecture approach was found to have a negative impact on student attendance on campus.
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Review Of The Literature

Studies on podcasts have been conducted extensively over the past decade with the advancement of technological applications within classrooms. Based on diversified research findings from various higher education language classroom settings, Farangi et al. (2015) identified a number of themes in the evaluation of podcasting within language education. These themes are applicable to the learning of content courses too. This study will only discuss themes relevant to this study.

The first theme was student attitudes towards podcasting according to their background. A study on Japanese learners of English as a foreign language (EFL) found that the students were not particularly enthusiastic towards podcasting as a form of classroom learning resource and did not have a positive attitude and perception towards it. The lack of enthusiasm could be a result of an “overabundance of untargeted materials” (Monk, Ozawa, & Thomas, 2006, p.96). However, some studies revealed students demonstrating positive attitudes towards podcasting. Chan et al. (2011) in their study on students from the University of Singapore discovered that the students opted to use podcast as supplementary learning resource for language learners in two foreign languages: Chinese and Korean.

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