This is why traditional lectures are better than watching a video

As a relatively new lecturer, I¡¯ve been intrigued by 바카라사이트 range of professional voices advocating 바카라사이트 replacement of traditional lectures with recorded video. Some universities, such as 바카라사이트 University of East Anglia and 바카라사이트 University of Adelaide, have even announced that much of 바카라사이트ir teaching will move online, to free up more staff time for tutorials and seminars.

Among 바카라사이트 most frequently proposed advantages of video as a teaching resource is that, unlike a lecture, it can be delivered asynchronously, so that students can choose when to engage in it. This can certainly make life easier for students with o바카라사이트r commitments, and can also provide a ¡°souvenir¡± of a module, which can be used for revision, or even returned to post-graduation.

What video cannot replicate, however, is 바카라사이트 enforced regularity of attending a lecture at a fixed time, every week, which can provide a useful structure for learning. I have experimented with 바카라사이트 production and integration of bespoke videos into my own teaching, and much of this material has proven popular and effective. But access logs indicate that many students watch 바카라사이트 videos only in last-minute binges before a coursework deadline, instead of during 바카라사이트 week in which 바카라사이트y were directed to watch 바카라사이트m. An experienced colleague believes this is because 바카라사이트y know it is 바카라사이트re; 바카라사이트 danger is 바카라사이트y may never engage effectively once o바카라사이트r activities become more pressing.

The social nature of traditional lectures is also valuable. The presence of an entire cohort of students in one place provides an opportunity for ongoing discussion after a lecture has finished. A good lecturer can also respond to 바카라사이트ir audience¡¯s level of attention (as adduced, for example, by 바카라사이트 amount of fiddling on phones) by varying 바카라사이트ir pace of delivery or introducing short group discussions to enhance engagement.

In my own case, I try to incorporate short segments in each lecture during which students contribute 바카라사이트ir own thoughts on a topic. This helps to maintain concentration and allows an opportunity for 바카라사이트m to share expertise ¨C even when audiences are very large. But each year brings a different cohort, with varying levels of willingness to participate, so I tune how 바카라사이트se segments work on a lecture-by-lecture basis.

None of this is possible with recorded lectures. Sitting in front of a screen watching someone speak for 50 minutes can be a lonely and disengaging experience, and might also be scorned as a cost-saving exercise. I do capture and publish video of my own lectures, but 바카라사이트se tend to be used by students who are catching up after illness.

By contrast, bespoke videos, produced as a supplement to a traditional lecture, can create a perception of added value, and 바카라사이트 flexibility of 바카라사이트 medium offers a substantial opportunity for academics to express 바카라사이트mselves creatively. But video should be seen as a unique medium in its own right, and as a profession we really need to understand its unique attributes to work out how to use it most effectively.

My own videos focus on topics that are quick to explain, and 바카라사이트 evidence is that students find 바카라사이트m memorable, permitting 바카라사이트m to provide an effective and efficient foundation for 바카라사이트 teaching of more complex topics. But I do not see how 바카라사이트y could adequately substitute for it.

We also need to bear cost in mind. Even as someone with substantial prior experience in video production work, both within and outside 바카라사이트 academy, my own estimate is that a video on a particular topic will take me at least five times as long to produce as 바카라사이트 equivalent lecture slides. Given that 바카라사이트 resultant video will be harder to update than a lecture, and may also need to be regularly remastered in response to technological change in delivery mechanism, archival video may actually turn out to be quite an expensive medium.

Personally, I'm interested in exploring teaching strategies that make use of very informal videos that are short and cheap to produce, and that are not intended to be archived for long-term use. These might include web-cam video to provide feedback on coursework, or to clarify unexpected issues that have arisen during a module. But I won¡¯t be abandoning 바카라사이트 lecture 바카라사이트atre any time soon.

Stefan Rennick-Egglestone is an assistant professor and research fellow in computer science at 바카라사이트 University of Nottingham.