Weblectures at KU LeuvenBelgium

Survey results

Bas BergervoetMedia & Learning Unit / KU Leuven

Prof. dr. Luc Sels – Human Resource Management

Project “Weblectures for K.U.Leuven”

1 Idea• 2008/2009• Idea development• Literature• Market study• Project definition

2 Development• 2009/2010• Front/back-end• User scenario’s• Output/proces evaluation

3 Implementation• 2010/2011• Infrastructure• Exploitation plan• Communication• Training

“The Innovation Circle” Cooper (1986) Winning at New Products.

➋ DevelopmentEvaluation

• 7 Pilots– 5 pilots between Februari - June 2010– 2 pilots between September - December 2010

• Evaluation with teachers, support staff and students– Startup interview– Monitoring during the pilot– Online survey after the pilot– Interviews after the pilots

• Focus: – Technology: “Does it work, and how can we improve?” – Organisation: “Will we continue this service and how?”– Pedagogy: “What is the perceived usefulness/perceived ease of use

by the students”

1 2 3

Their main reasons for not watching were

I was always in class.I always learn from books.I did not make time for it.

I could not always play the recording.

* Across all pilots we conducted.

Their main reasons for watching were

“Understand the lecture better”“Review unclear parts”

“More information to the notes” “Missed class” / “Skipped class”

Mentions of ‘more relaxed’, psychological benefits of weblectures

Could not attend lectures

* Across all pilots we conducted.

Most students watch after a series of classes

After each class Before next class After # classes At end of all classes

Other* Across all pilots we conducted.

Perceived Usefulness - HRM

The recording process disturbed the live lecture.

The video images have an added value compared to

just audioThe weblectures allowed

me to learn with less effort.

I enjoyed watching the weblectures via Internet

Weblectures give me a bigger control over my

learning I find the weblectures

user-friendly

Weblectures could replace live lecture entirely

The lectures have helped me to better understand

the content.

* Across all pilots we conducted.

Perceived Usefulness - HRM

The recording process disturbed the live lecture.

The video images have an added value compared to

just audioThe weblectures allowed me

to learn with less effort.

I enjoyed watching the weblectures via Internet

Weblectures give me a bigger control over my

learning I find the weblectures

user-friendly

Weblectures could replace live lecture entirely

The lectures have helped me to better understand the

content.

* Across all pilots we conducted.

“Personally I find this to have an added value and it helps me while I’m studying. There are also clear advantages

for the lazy student who does not come to the live lectures, but is the real prupose of it all not to make the

content more accessible and comprehensiblefor the students?

One point of concern for me is the involvement of students with the course and the (needed) interactivity

between students and teacher. Will weblectures not affect this in a negative way?

Some reactions

“In general I am very positive towards this possibility. [..] I am also more relaxed when I follow this live lecture

since I know that if I miss something while I am listening I will be able to find it again on the recordings. If this

makes me more efficient or effective I cannot tell, but it makes the live lectures much more pleasant.

I am one of those students who did not go to class because the lecture were recorded. Looking back at this

experience, I would not like this to become a trend. The essential parts of teaching (interaction, talking with other students, etc.) would be gone. So a radical shift to

only weblectures would not be ok for me.

Some reactions

“As a working student this is great for me. […] The weblectures are a great way to have some control over my time. Also for older people I think the step to studying will be smaller again, as you don’t have to join als this ‘young violence’ in

the lecture halls.

I have the impression that the teacher thinks more about his lecture. It seems more professional – it is better prepared,

better structured. So I’m all for it.

If I did not like the lecture at a certain point I could pauze the talk, get a coffee and then continue. Also when a part was difficult I could just rewind and repeat until I understood it.

Some reactions

• Weblectures to solve practical problems– “Not all students can attend my live lecture (adults, working students, international students)”– “Last year I could invite this international researcher, but unfortunately this will not work this year.

He/she cannot attend.”

• Weblectures to make room for innovation– “Most of my content is theory, while I would like/need to spend more time on interaction,

discussion, illustrations etc.“– “Some parts of my lecture are very complicated, but the lecture is the only occasion where I can

explain it.”

• Weblectures to help students with special needs– “Some of my students have trouble following a live lecture. What can I do”

• Weblectures to contribute to knowledge sharing– “I wish I could see more examples of how colleagues in the same field are teaching this subject.

This could help me improve and maybe I can share my experience with them in return.”

• Weblectures to support communication strategies– “Look at how they teach this subject at the K.U.Leuven!”

➋ DevelopmentEvaluation > user scenario’s

Questions?Thank you!

Bas BergervoetEducational TechnologistDML-K.U.LeuvenKapeldreef 623001 Heverlee

bas.bergervoet@dml.kuleuven.bewww.linkedin.com/in/basbergervoet