Project Dissemination
This page will continue to be updated with upcoming publications and presentations.
Journals
Woo, K., Gosper, M., McNeill, M., Preston, G., Green, D., Phillips, R. (In Press) Web-based Lecture Technologies: Blurring the boundaries between face-to-face and distance learning. ALT-J.
Web-based lecture technologies (WBLT) have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real-time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show while staff see the advantages for external students, they question the extent to which these advantages apply to internal students. In contrast both cohorts of students were positive about the benefits of the technologies for their learning and they adopted similar strategies for their use. With the help of other technologies, some external students and staff even found WBLT useful for fostering communication between internal and external students. As such, while the traditional boundary between internal and external students seems to remain for some staff, students seem to find the boundary much less clear.
Conferences
Gosper, M., McNeill, M., Woo, K., Phillips, R., Preston, G., Green, D. (2007) Web-based Lecture Recording Technologies - Do Students Learn from Them? Invited presentation at the Educause Australasia. Apr 29 - May 2, Melbourne, Australia. [Paper]
This presentation reports on the initial findings from the first stage of the research, a survey of students to capture the diversity of experiences in the use of WBLT. In particular it reports on students’ experience of WBLT, as well as how and why students of different generations (Oblinger & Oblinger, 2005) use them to support their learning.
McNeill, M., Woo, K., Gosper, M., Phillips, R., Preston, G., Green, D. (2007) Web-based Lecture Technologies - Advice from Students. Paper presented at HERDSA '07. Jul 8-11, Adelaide, Australia. [Paper]
Web-based lecture technologies (WBLT) have been introduced in many Australian and overseas universities to offer students access to lecture recordings, twenty four hours per day, seven days per week. These technologies have been well received by many students who appreciate them as study tools offering flexibility and convenience. The findings of a recent survey of over 800 students in four Australian universities suggest that, rather than questioning whether or not to introduce these technologies, the focus of academics should be on how to make the best use of them. This paper provides an overview of some of the findings from this survey and collates students’ qualitative responses into advice on how to use WBLT effectively in terms of the structure and content of the lecture; the lecturing process and managing the technical aspects of WBLT.
Phillips, R., McNeill, M., Gosper, M., Woo, K., Preston, G., Green, D. (2007) Staff and Student perspectives on Web-based Lecture Technologies: insights into the great divide. Paper presented at ASCILITE. Dec 2-5, Singapore. [Paper]
Web-based lecture technologies (WBLT) have been introduced by some Australian Universities in recognition that many students need flexible learning choices during their studies. This paper reports on some of the findings of a research project, "the impact of WBLT on current and future practice in learning and teaching". The research was conducted across four Australian universities, with data obtained from surveys and in-depth interviews with both staff and students who had used WBLT.
While student perceptions about WBLT have been largely positive, staff opinions are varied. Many lecturers see the potential of WBLT as a study tool and recognise students’ need for flexibility. However, staff are concerned that WBLT are exacerbating a trend toward declining lecture attendance, which they are linking to a drop in academic performance. While some lecturers indicate they have made changes to their lecturing in response to the technologies, there is little evidence of changes to the curriculum to effectively utilise these technologies.
Green. D., McNeill, M., Gosper, M., Woo, K., Phillips, R., Preston, G. (2008) Web Based Lecture Technologies: A Lens Intensifying the Changing Roles of Learners and Lecturers. Paper to be presented at Ed-Media. Jun 31- Jul 4, Vienna, Austria.
There is now widespread recognition of the changing nature of students in higher education: they come from a wider sphere of the community; they are busier with work and family commitments outside their study; and they demand greater flexibility and support during their programs.
This paper reports on recent research into the impact of web-based lecture technologies (WBLT) which indicates that, while many academics recognize the changing nature of their learners and the sector generally, many have not changed their curriculum to meet these demands. The central premise in this paper is that while many academics are concerned that WBLT have impacted on students’ learning and overall results, the technologies have really just provided a lens with which to view several emerging issues:
- new roles for students, including the blurring of traditional lines between internal and external study patterns;
- new roles for lecturers, including integrating technologies into curriculum design; and
- new roles of lectures in technology rich environments.
Presentations
Phillips, R. (2007) The Impact of Web-based Lecture Technologies on Current and Future Practice in Learning and Teaching. Presentation for Murdoch University. October 31. [PowerPoint Presentation].
McNeill, M. (2007) WBLT project observations. Presented at Carrick Institute's Project Managers Workshop. Adelaide. August 20-21. [Camtasia Presentation]
Phillips, R., Gosper, M., McNeill, M., Woo, K. Green, D., Preston, G., Eckersley, C. (2007) Student Perceptions of Web-based Lecture Technologies. Presented at the Teaching and Learning Forum, Western Australia. Jan-Feb 07.
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