Abstract: Context: The on-campus, online and open education environment is changing how education is resourced and delivered. The application of sophisticated computer-based technology, e.g., the blending of a mobile device PC with a Learning Management System is one of the many modern approaches to teaching and learning. Within the higher education sector, new technologies may have significant potential to effect change in both learning and teaching, enabling tertiary institutes to meet a broader range of learners' needs, by adapting traditional teaching methods, and offering a mix of face-to-face and online learning possibilities. Blending different technologies and associated pedagogies require a very different skill-set from more conventional teaching and training for educators and students, especially for first year students. Evidence shows that students are not always being prepared adequately in schools for digital learning. Learning management systems (LMS) and mobile device PC technology have been shown to improve the instructor-learner dialogue resulting in an improved learning process. At the tertiary institute where this study was conducted, a faculty-wide program was initiated to support lecturers using mobile personal device pcs (PMDs) for direct instruction, and an LMS for asynchronous delivery of the teaching and learning material in a blended learning program.
Approach: All students enrolled in this subject were asked to complete an anonymous paper-based questionnaire at the end of the semester but before their exams. A quantitative methodology was utilized for analyzing the response from the questionnaire which contains 20 multiple choice questions. In addition, a series of qualitative free text questions were appended to the questionnaire. These freetext entries were coded, and the responses categorized and then counted to enable quantitative comparisons.
Results: The key difference between how the two different teaching resources, annotated notes, and the LMS, were that students utilized recordings from the LMS as a means of catching up on missed lectures. The provision of annotated notes was seen as more of a revision tool. The students perceived that both approaches assisted in their learning.
Conclusions: Outcomes from the study indicated that students perceived the use of mobile device PCs during a live lecture helped them in understanding the subject material. The LMS recordings of the lecture were primarily used to catch up on missed lectures. These resources provided students with the flexibility to engage in learning at a time that was convenient for them. The students' responses suggested that for their learning process, more annotated notes and recording be made available in other subjects.
To cite this article: Cook, Emily J; Keane, Therese and Blicblau, Aaron S. Student considerations on the use of annotated lecture notes and recordings in a learning environment [online]. In: 27th Annual Conference of the Australasian Association for Engineering Education : AAEE 2016. Lismore, NSW: Southern Cross University, 2016: 180-186.
[cited 29 Apr 17].