Harris, R., Blundell-Birtill, P. orcid.org/0000-0002-4690-2558, Sutherland, E. et al. (1 more author) (Cover date: https://doi.org/10.53841/bpsptr.2021.27.1.69) Students’ perceptions of online lecture delivery: An empirical mixed-methods investigation. Psychology Teaching Review, 27 (1). pp. 56-68. ISSN 0965-948X
Abstract
As the Covid-19 pandemic continues to shape and disrupt teaching provision in Higher Education, educators have responded with a swift pivot to online teaching for the 2020–2021 academic year. The debate surrounding the pedagogic utility of pre-recorded ‘asynchronous’ versus live ‘synchronous’ lecture modality continues to grow among teachers of psychology. We surveyed 279 students from across an undergraduate Psychology programme and investigated their preference for (a)synchronous lecture delivery, perceptions of online lectures, and self-reported lecture-watching behaviours. Overall, our results demonstrated that students enjoy both the structured nature of live lectures and the flexibility of pre-recorded lectures. Live lectures are useful at instilling social connections, but pre-recorded are more useful for understanding subject content. Taken together, students show a strong preference for a hybrid approach to online learning of both live and pre-recorded teaching sessions. However, students highly value enthusiastic, engaging lecturers, which largely outweighs any preference for specific delivery modalities.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Keywords: | online education; Covid-19; best practice; student engagement |
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: | 16 Jan 2024 16:08 |
Last Modified: | 16 Jan 2024 16:08 |
Status: | Published |
Publisher: | The British Psychological Society |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:204771 |