Talk:Online lecture

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Hey now wait a sec. This, to me, sounds like it might be a notable article. It just needs to sound less like and advertisement. VandalismDestroyer | Talk to me 05:40, 5 November 2008 (UTC)[reply]

I have reworded the article so that it does not sound so much like an advertisement. Maybe now it could be an article worthy of being on Wikipedia. VandalismDestroyer | Talk to me 05:56, 5 November 2008 (UTC)[reply]

You my friend are dam awesome. Many thanks for saving my article. I'm new to adding articles on wikipedia so thanks for helping me save my article. it was kinda important to me. thnx —Preceding unsigned comment added by Lau229 (talk • contribs) 06:08, 5 November 2008 (UTC)[reply]

And I have removed my speedy-delete tag now that the article has been largely fixed. In the future, do not write articles that have a tendency to promote a particular product such as iLecture. Promotion of anything is not allowed here. - Realkyhick (Talk to me) 06:17, 5 November 2008 (UTC)[reply]

Recommended addition of evidence for/against online lectures[edit]

Hi team, I've written the most recent systematic review on this area. The evidence is important to consider and top of the Hierarchy of evidence, so is reliable. It's also important to offset some of the caveats listed in the current article that paint video lectures in an inaccurately weak light. As an author, I have a COI (declared) so please review the edits and action if appropriate. Noetel (talk) 01:06, 6 July 2021 (UTC)[reply]

Current text[edit]

An online lecture is an educational lecture designed to be posted online. Lectures are recorded to video, audio or both, then uploaded and made viewable on a designated site. Students may go to a certain designated site to view the lecture online at a time which is convenient for them.

Traditionally, vocal education is possible only when the teacher and the pupil are together in the same room, where the teacher passes on the information in the same vicinity of the student. Online lectures are now possible with the advent of video communications. The development of the online lecture makes it possible so that the teacher and student no longer have to be in the same vicinity to teach and learn, respectively.

Recommended text[edit]

An online lecture is an educational lecture designed to be posted online. Lectures are recorded to video, audio or both, then uploaded and made viewable on a designated site. Students may go to a certain designated site to view the lecture online at a time which is convenient for them. Online lectures are a common method of asynchronous learning where student and teacher need not be in the same place at the same time.

Effects of Online Lectures on Learning[edit]

Students may access online lectures posted on their designated websites anywhere in the world, at any time they wish, as long as they have an internet connection. They can also be repeated for the sake of note taking. As a result, online video lectures appear to successfully build both knowledge and skills, both when swapped with or supplementing other learning on the same topic.[1] For student experiences, studies have also shown either no effects or improved experience.[2][3] Effects appear to be due to both increased student flexibility (described above), student control, and better implementation of best practices of multimedia and e-learning design, such as temporal and spatial contiguity contiguity, signalling, and the modality principle.[4]

References

  1. ^ Noetel, Michael; Griffith, Shantell; Delaney, Oscar; Sanders, Taren; Parker, Philip; del Pozo Cruz, Borja; Lonsdale, Chris (2021-01-04). "Video Improves Learning in Higher Education: A Systematic Review". Review of Educational Research. 91 (2): 204–236. doi:10.3102/0034654321990713. ISSN 0034-6543. Retrieved 2021-07-01.
  2. ^ Cook, D A; Levinson, A J; Garside, S; Dupras, D M; Erwin, P J; Montori, V M (2008). "Internet-based learning in the health professions: A meta-analysis". JAMA. 300 (10): 1181–1196. doi:10.1001/jama.300.10.1181. ISSN 0098-7484. PMID 18780847.
  3. ^ Cook, D A; Garside, S; Levinson, A J; Dupras, D M; Montori, V M (2010-08). "What do we mean by web-based learning? A systematic review of the variability of interventions". Med. Educ. 44 (8): 765–774. doi:10.1111/j.1365-2923.2010.03723.x. ISSN 0308-0110. {{cite journal}}: Check date values in: |date= (help)
  4. ^ Mayer, R E; Moreno, R (2003-03-01). "Nine ways to reduce cognitive load in multimedia learning". Educ. Psychol. 38 (1): 43–52. doi:10.1207/S15326985EP3801_6. ISSN 0046-1520.

Criticisms of Video Lessons[edit]

Critics argue online lectures cannot replace valuable in-class student experiences.[1] For example, student-student interactivity is a strong predictor of deep student learning,[2] even when learning remotely.[3] The deepest forms of interaction cannot be implemented in online lectures.[4] The best online lectures can offer is 'constructive' learning by partnering lecture with other e-learning technologies by, for example, surrounding the video with multiple choice questions or discussion questions. An important caveat is that most face-to-face lectures do not offer this level of interaction, so most trials testing online lectures appear to be more, rather than less, interactive <ref name = "Noetel">. Nevertheless, flipped classrooms and other forms of modern blended learning, tend to use online lectures prior to other forms of collaborative learning so students still receive interactive learning experiences.

References

  1. ^ Deming, David (2020-04-09). "Online Learning Should Return to a Supporting Role". The New York Times. ISSN 0362-4331.
  2. ^ Chi, M T; Wylie, R (2014). "The ICAP Framework: Linking cognitive engagement to active learning outcomes". Educ. Psychol. 49 (4): 219–243. doi:10.1080/00461520.2014.965823. ISSN 0046-1520.
  3. ^ Bernard, Robert M; Abrami, Philip C; Borokhovski, Eugene; Wade, C Anne; Tamim, Rana M; Surkes, Michael A; Bethel, Edward Clement (2009-09-01). "A Meta-Analysis of Three Types of Interaction Treatments in Distance Education". Rev. Educ. Res. 79 (3): 1243–1289. doi:10.3102/0034654309333844. ISSN 0034-6543.
  4. ^ Chi, M T; Adams, J; Bogusch, E B; Bruchok, C; Kang, S; Lancaster, M; Levy, R; Li, N; McEldoon, K L; Stump, G S; Wylie, R; Xu, D; Yaghmourian, D L (2018-06-28). "Translating the ICAP Theory of Cognitive Engagement Into Practice". Cogn. Sci. 42 (6): 1777–1832. doi:10.1111/cogs.12626. ISSN 0364-0213.
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