SHOULD WE STILL LECTURE? RECONSIDERING PEDAGOGICAL APPROACHES TO PROMOTE STUDENT ENGAGEMENT, CHALLENGING THE TRADITIONAL LECTURE
Queensland University of Technology (AUSTRALIA)
About this paper:
Appears in: INTED2012 Proceedings
Publication year: 2012
Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain
Abstract:The dynamic interplay between existing learning frameworks: people, pedagogy, learning spaces and technology (Radcliffe, 2009; Mitchell & White, 2010; JISC, 2006) is challenging the traditional lecture. A paradigm is emerging from the correlation of change amongst these elements, offering new possibilities for improving the quality of the learning experience (Laurillard, 2008a).
For many universities, the design of physical learning spaces has been the focal point for blending technology and flexible learning spaces to promote learning and teaching. (Amiel & Reeves, 2008; Bonwell & Eison, 1991; Boud & Feletti, 1997). As the pace of technological change intensifies, affording new opportunities for engaging learners, pedagogical practice in higher education is not comparatively evolving. The resulting disparity is an opportunity for the reconsideration of pedagogical practice for increased student engagement in physical learning spaces as an opportunity for active learning (Ramsden, 1992; Phillips, Preston, Roberts, Cumming-Potvin, Herrington, Maor, et al, 2010).
This interplay between students, staff and technology is challenging the value for students in attending physical learning spaces such as the traditional lecture. Why should students attend for classes devoted to content delivery when streaming and web technologies afford more flexible learning opportunities (Corbin, Burns & Chrzanowski, 2011; Dolnicar, Vialle, Kaiser, & Matus, 2009; Dolnicar, 2005)? Should we still lecture?
Reconsideration of pedagogy is driving learning design at Queensland University of Technology, seeking new approaches affording increased student engagement via active learning experiences within large lectures (Laurillard, 2008b, 2009; Stacey & Gerbic, 2009). This paper provides an overview and an evaluation of one of these initiatives, Open Web Lecture (OWL), an experimental web based student response application developed by Queensland University of Technology. OWL seamlessly integrates a virtual learning environment within physical learning spaces, fostering active learning opportunities. This paper will evaluate the pilot of this initiative through consideration of effectiveness in increasing student engagement through the affordance of web enabled active learning opportunities in physical learning spaces.
Keywords: Physical virtual learning environments, student response systems, engagement, OWL, pedagogy.