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ERIC Number: EJ1156687
Record Type: Journal
Publication Date: 2017-Nov
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1469-7874
Using Pre-Lecture Activities to Enhance Learner Engagement in a Large Group Setting
Kinsella, Gemma K.; Mahon, Catherine; Lillis, Seamus
Active Learning in Higher Education, v18 n3 p231-242 Nov 2017
The disadvantage to students of beginning a module with no prior knowledge or inaccurate knowledge is well documented. For learners, the development of the necessary prior knowledge to facilitate their learning is essential. The use of screencasts, whether prior to or during class, is becoming more widespread. There is a need, however, to better understand how these are used and whether or not there is any impact on overall learner engagement and academic achievement when a component with instantaneous feedback (such as a multiple choice quiz) is embedded into the pre-lecture screencast activity. In this study, pre-learning activities consisting of screencasts and multiple choice quizzes were introduced to improve student engagement with the topic, gauge common misconceptions and give timely feedback to the students. An examination of screencast usage indicated that students did not predominantly nor exclusively employ the resources as originally intended, that is, in advance of lectures. Rather, students continued to access the activities across the module and often after the associated lecture. Implications are discussed with an acknowledgement of the importance of taking into account how learners prefer to use resources when designing and introducing new activities to modules.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A