Does Lecture Format Matter? Exploring Student Preferences in Higher Education

Young, S, Nichols, H and Cartwright, A (2020) Does Lecture Format Matter? Exploring Student Preferences in Higher Education. Journal of Perspectives in Applied Academic Practice, 8 (1). ISSN 2051-9788

Full content URL: https://doi.org/10.14297/jpaap.v8i1.406

Documents
Does Lecture Format Matter? Exploring Student Preferences in Higher Education
Published Open Access manuscript
[img]
[Download]
[img]
Preview
PDF
document.pdf - Whole Document
Available under License Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International.

361kB
Item Type:Article
Item Status:Live Archive

Abstract

This article offers an important contribution to understanding students’ perceptions of lectures based on different formats of lecture delivery. The growth in the use of blended, flipped, synchronous and asynchronous learning for lecture delivery raises questions as to whether students prefer these innovative modes of delivery over the traditional face-to-face lectures. Furthermore, the contemporary debates over recording lectures and whether this impacts on student attendance requires further exploration by comparing recorded face-to-face lectures with other methods of lecturing. This article draws on data that explored students’ preferences for lectures by comparing students’ experiences on three different types of lectures. The main findings demonstrate that there is no one preferred method of lectures, with student feedback reporting positive experiences with all three. However, the strengths and limitations of each mode of delivery are provided by the students which indicate that flexibility, interaction and choice enhance participation in lectures. The data indicates that student attendance is only slightly affected by lecture recordings and that other factors need to be considered if lecturers are concerned about attendance. This paper suggests that courses ought to offer a range of different lectures to meet the needs of varied populations of learners and that ensuring the delivery is student-focused will empower students and increase their participation.

Keywords:lectures, Student Learning, flipped learning, Blended Learning
Subjects:X Education > X342 Academic studies in Higher Education
Divisions:College of Social Science > School of Social & Political Sciences
ID Code:46450
Deposited On:13 Sep 2021 11:13

Repository Staff Only: item control page