Web Interactive Multimedia to Improve Lectures

Web 2.0 has also been found to be useful in improving lectures. Küfi and Özgür’s (2009) study found that Web 2.0 affordances enabled collaborative learning and co-authoring of documents. They study teams of students that shared their learning experiences and discussed topics with each other in a professionally facilitated environment. Relationships built through conversations assisted learners to develop patterns of behaviour that supported lifelong learning (Küfi & Özgür 2009; Wang 2009).

In Gosper, Green, McNeil, Philips, Preston & Woo’s (2008) study, there was also evidence that Lectopia, a web lecture technology, was used by students as a study tool to complement face-to-face lectures. Lectopia, is a technology that records and publishes lectures on the web, for students’ future use (Gosper et al. 2008). Students reported using Lectopia to support their learning, as after class they could revise or check the notes they had taken during the class. Lectopia was used by students to check notes, review difficult concepts, prepare for exams and listen to missed lectures. Still to be answered, as mentioned by Gosper et al. (2008) are questions on how web technologies can be integrated into the delivery of a unit of study by adjusting the lecturing style and how a course can be delivered to make the most effective use of web-based lectures.

Gosper et al. (2008) studied Lectopia which had been used by four universities in Australia namely Macquarie University, Murdoch University, Flinders University and the University of Newcastle. Gosper et al.’s (2008) research investigated the use of audio recording technology and linear video technology of live lecture within Learning Management Systems (Blackboard and WebCT). Research was conducted using a case study approach involving a survey with the lecturers and students and interviews with volunteered students. Gosper et al.’s (2008) study looked at linear or recorded audio and video technology rather than a web interactive multimedia technology that provide immediate feedback.

Feedback received from staff and students who had used Lectopia raised questions relating to changes in teaching style and good teaching practice. The experiences of staff and students in the use of web technology indicated that the best way to support learning is the provision of opportunities for feedback and interaction rather than focussing purely on the dissemination of information to a large group. Activities were designed to support learning (rather than

delivery through interaction and feedback). Gosper et al.’s (2008) paper reported on studies confirming students’ appreciation of the convenience and flexibility offered by the provision of online lectures in terms of time and remote access to lectures.

The exploration of the impact of Lectopia on learning and teaching is of interest to the higher education sector because of the increasing demand from students for flexible access to educational opportunities. Substantial financial investments have been made by institutions to support Lectopia adoption and implementation as it has the potential to substantially improve teaching practice and students’ learning experiences. In the report by Gosper et al. (2008), Lectopia was used by the students and staff, with 76% students and 54% staff having generally positive experiences. However, there was a mis-match between the perceptions of Lectopia reported by students and staff in relation to the benefits for learning. Eighty percent of students agreed that Lectopia benefited their learning whilst 49% of staff reported perceived benefits to learning.

With increased demands posed by work and family commitments, one way to address students need for flexibility is to provide easy access to lecture recordings. In addition to the benefit of flexibility, the impact of these technologies is generally positive on students’ learning (Williams &Fardon 2007). In McElroy and Blount’s (2006) survey of 411 students on their usage of Lectopia, more than 75% of students agreed that iLecture enhanced the subject when compared to other subjects that did not use the technology. Soong, Chan, Cheers and Hu (2006) reported on a similar study conducted in Singapore, but with video-recorded lectures. In a survey of 1160 students, they found that 94.9% agreed that the video-recorded lectures were useful in relation to their studies. The most popular reasons for using video- recorded lectures were for viewing difficult parts of the lectures and for exam preparation.

It is useful to evaluate Web 2.0 systems to obtain a better understanding of the effectiveness of web multimedia delivery of learning activities. Elluminate is considered a Web 2.0 technology as it is a web software which can be used in real-time for collaborative activities (Department of Education and Early Childhood Development Victoria 2010). The application provides mixture of a tele-tutorial and virtual classroom functionality with additional affordances that would be assessed for usefulness in the higher education learning and teaching context in this study. Elluminate enables users to have real-time discussions while viewing MS PowerPoint slides or web sites. Classes can also be recorded for later playback in the same way as Lectopia operates. In addition Elluminate provides a whiteboard that is not available in Lectopia. The screen-board allows both lecturers and students to interact using text and graphics.

Affordances that support instant messaging and immediate feedback are also available, in Elluminate, via ad-hoc survey (polling) affordances and text chat. Evidence to date supports the fact that the effective use of technology in learning, teaching and curriculum design requires an informed understanding of the expectations of students, staff and institutions, along with preparation for and induction into the use of the technology, in order to foster positive learning and student outcomes (Krause & McEwen 2009). Educational theory also has an impact on learning and teaching as it drives the design of learning outcomes, activities and resources (Biggs 1996).