The publication of a recent article on the use of web-based lecture technology (WBLT) by Laurie A. Chapin in Victoria University published in AJET (Australasian Journal of Education Technology) makes for interesting reading. This study of Australian undergraduate psychology students explored many important questions related to students’ access to web-based lecture recordings and the relationship with lecture attendance and academic performance.
About 75% of students surveyed utilised recorded lectures. Qualitative responses allowed students to explain their reasons for using WBLT. Four types of students were identified. Those who: (1) attended lectures regularly and did not access recordings; (2) attended most or all lectures and also accessed recordings to reinforce learning and for exams;(3) attended lectures but when they missed class accessed recordings; also accessed to reinforcing learning and for exams; and (4) did not attend lectures (by choice or due to personal circumstances) and only accessed lecture recordings. No differences in final grades were found based on higher/lower lecture attendance or higher/lower access of lecture recordings. This study showed that there was no prevailing pattern for how WBLT is utilised or the frequency of access (weekly, fortnightly, or 3-4 times).
You can read the full article here.