Universities churn out lectures by the thousands, yet academics, even academics who support the use of technology in education, often go completely gaga when you even dare to question their pedagogic worth. ‘Lecturers’ will go to any lengths, apart from actual research or data, to defend ’lecturing’, confusing a channel of teaching with learning, and form with function.
You don’t have to know much about the psychology of learning to realise that a series of once-only, delivered lectures is pedagogic nonsense. We learn next to nothing from once-only experiences like unrecorded lectures. Indeed, everything we know about learning shows that repeated access to content is necessary for learning.
I am always delighted, therefore, when yet another set of data confirms the obvious fact that students gain when they are given access to recorded lectures. In this wonderful little study by Pierre Gorrisen, delivered at the ALT conference, they cleverly combined usage data with some survey and interview data to come to some clear conclusions. Their student-centred approach to the problem is refreshing. So what did they discover?