In-class versus online video lectures: similar learning outcomes, but a preference for in-class

Document Type

Article

Publication Title

Teaching of Psychology

Department

Psychology

ISSN

0098-6283

Volume

38

Issue

4

DOI

10.1177/0098628311421336

First Page

298

Last Page

302

Publication Date

10-1-2011

Abstract

Previous findings suggest some advantages to using an online format to deliver declarative knowledge and to using class time for active learning and discussion. During 4 weeks of an introductory psychology course, students were assigned on alternate weeks to attend one of two lecture formats: in-class lecture or online video lecture with an in-class active learning session. No advantage was found for either format on the basis of quiz scores. Students appreciated the convenience of online lectures but preferred in-class lectures because of the increased ease of maintaining attention in the more structured environment. Attendance, as well as access of online content, decreased during the course of the study, suggesting that hybrid courses may lead to decreases in overall student effort.

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