ERIC Number: ED396743
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Electronic Classrooms and Lecture Theatres: Design and Use Factors in the Age of the Mass Lecture.
Roberts, Geoffrey A.; Dunn, Phillip M.
Despite great development in computer technologies being used for open learning enrollments, it is still likely that the majority of student-academic staff contact at Australian universities takes place in a lecture theater or classroom. The students' contact with any form of educational technology is more likely to be with technology in a lecture theater than it is in a computer laboratory. It is important that those in the educational technology field do not lose sight of the importance of providing a technologically rich environment in which academic staff and students will continue to have lectures, tutorials and seminars on campus. The 1990s have seen a rapid development of various communication technologies, a great rise in undergraduate student numbers with a consequent rise in the size of undergraduate classes and a less than proportionate rise in general staff numbers. This paper outlines how Queensland University of Technology (QUT) has established electronic classrooms and presents data on how staff and students use the technology that is being installed in the media equipped lecture theaters (MELTs) at QUT. A survey of staff use of the technology over an 18-month period showed that younger staff seemed to adapt their teaching strategies to make use of the new technology, while many of the older staff (more than 10 years teaching experience) remained resistant to change, despite being faced with considerably larger classes. Much more attention must be given to staff training in the effective use of the technology for large group teaching, since it does not appear that staff will automatically adopt new teaching strategies that make use of the available technology. (SWC)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A