Harris, R orcid.org/0000-0002-2504-382X, Blundell-Birtill, P and Pownall, M orcid.org/0000-0002-3734-8006 (2021) “A More Personal Way to Learn During Such an Isolating Time”: The Value of Live Lectures in Online Teaching. Student Success, 12 (3). pp. 113-117. ISSN 2205-0795
Abstract
The COVID-19 pandemic has prompted a shift to online teaching, which has dramatically affected all facets of the student experience. In this practice report, we reflect on the synchronous delivery of a popular final-year module “Face Perception” in a United Kingdom (UK) psychology undergraduate degree. In the module, students learned via live lectures hosted on the virtual learning environment and content was consolidated interactively using online polls and small group discussions. We collected students’ qualitative feedback on the live lecture delivery (n=28), from which we observed three core themes: technology-enhanced engagement, logistical barriers, and togetherness in live lectures. Taken together, this feedback suggests that whilst there are additional technological and logistical challenges that must be navigated in the delivery of “live” online lectures, they can be useful in instilling a sense of togetherness online. This is particularly important, given the threats to student success and engagement that COVID-19 poses.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © The Author/s 2021. This is an open access article under the terms of the Creative Commons Attribution License (CC-BY 4.0). |
Keywords: | Online teaching; COVID-19; student engagement; qualitative methodology; synchronous lectures |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Psychology (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 09 Feb 2021 10:58 |
Last Modified: | 25 Jun 2023 22:34 |
Status: | Published |
Publisher: | Queensland University of Technology |
Identification Number: | 10.5204/ssj.1781 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:170818 |