ERIC Number: EJ1133172
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Who Goes to Lectures (and Does It Matter)?
Birch, Elisa; Williams, Andrew
Higher Education Review, v47 n2 p22-46 Spr 2015
Using a combination of survey and student record data from a first year university economics principles class, we look at the characteristics of students who are attending face-to-face lectures, versus those students who choose to view these same lectures via online lecture recordings. The survey includes the Biggs (2001) Revised Study Process Questionnaire (SPQ) on "deep" versus "surface" learning methods, which we use to see how these different learning approaches may be related to attendance at lectures. The econometric evidence presented here suggests that lecture attendance is positively affected by whether or not the student employs a deep approach to learning. There is also some evidence that students treat face-to-face lectures and viewing these lectures online as substitutes, rather than complements, to learning. We end with some tentative evidence on whether the chosen mode of lecture delivery ultimately makes a difference to a student's final mark in the unit.
Descriptors: Foreign Countries, College Freshmen, Lecture Method, Integrated Learning Systems, College Students, Learning Strategies, Questionnaires, Blended Learning, Student Records, Student Surveys, Microeconomics, Student Attitudes, Regression (Statistics), Least Squares Statistics, Statistical Analysis
Tyrrell Burgess Associates. 34 Sandilands, Croydon, CRO 5DB, UK. Tel: +44-2086-561770; e-mail: email@example.com; Web site: http://www.highereducationreview.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Study Process Questionnaire
Grant or Contract Numbers: N/A