The current study investigated the effects of segmentation design and drawing on college students' video learning. Participants were 158 college students randomly assigned to view either a segmented or continuous video lecture (video type: segmented vs continuous) and who either received instructed to draw while learning or no instructions at all…

There is a need to better understand note-taking in lectures. Specifically, how in-class and after-class note-taking strategies are used, whether the use of in-class and after-class note-taking strategies varies by gender, year of study and field of major/discipline and to explore the connection between the use of in-class note-taking strategies…

Multitasking activities among students using various technological devices is common during lectures, and many studies have demonstrated their deleterious effects on various learning outcomes. In contrast, fewer studies have examined ways to reduce multitasking and stimulate engagement in learning. The present study provides an educational…

As the role of students and lecturers in higher education changes, several questions emerge about the role of each of them on students' academic performance. This includes questions regarding the impact of the relationships between students, lecturer's characteristics and the social environment on students' performance. To address these questions,…

Active learning exercises engage students during lectures, but often fail to take account of the individual learning position of each student. The 'quecture' is a partially flipped lecture that incorporates students posing their own questions (quecture questions), discussing them during lectures and revisiting them later. These interactive…

An important contemporary challenge to the large-group lecture in higher education is that it encourages passive learning which is claimed to be out of sync with academic rhetoric and social needs. Attempts to change this practice have salvaged some aspects of the higher education experience for students, but they have not transformed the learning…

The flipped classroom offers a new approach to student-centred teaching and learning by moving the lecture out of the classroom. Research on the topic reveals that the flexibility of viewing the recorded lectures at a time and speed that is convenient to the student is what students appreciate mostly in the flipped classroom. This article examines…

This article focuses on students' perceptions of small-group activities, discussion, and technology-based interactivity implemented in two different learning environments, namely, in a large, traditional lecture hall and in a smaller classroom. The Engaged Learning Index, developed by Schreiner and Louis, was used along with several items to…

To optimize learning in lectures, students need to maintain a sustained level of attention to the lecture material. Previous research has suggested, however, that student attention declines over the course of the lecture. One strategy suggested to improve sustained attention of students during the lecture is to encourage note-taking by students.…

This article discusses the introduction of lecture capture technology on a large undergraduate module with diverse student cohorts. The literature has, so far, relied on surveying students to discover their use of the technology or attempted to quantify the impact of watching lecture recordings on assessment performance. Alternatively, the…

In a big classroom, it is not easy for instructors to be aware of whether or not all students are engaged in the lecture and who has difficulty understanding learning content. One way in which the engagement between instructor/lecturer and students in the classroom is via technology designed to facilitate this. A computer system, making use of…

This article describes a study which compares the effectiveness of the flipped classroom relative to the traditional lecture-based classroom. We investigated two implementations of the flipped classroom. The first implementation did not actively encourage cooperative learning, with students progressing through the course at their own pace. With…

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…