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• W4320162247 abstract "As the Covid-19 pandemic continues to shape and disrupt teaching provision in Higher Education, educators have responded with a swift pivot to online teaching for the 2020–2021 academic year. The debate surrounding the pedagogic utility of pre-recorded ‘asynchronous’ versus live ‘synchronous’ lecture modality continues to grow among teachers of psychology. We surveyed 279 students from across an undergraduate Psychology programme and investigated their preference for (a)synchronous lecture delivery, perceptions of online lectures, and self-reported lecture-watching behaviours. Overall, our results demonstrated that students enjoy both the structured nature of live lectures and the flexibility of pre-recorded lectures. Live lectures are useful at instilling social connections, but pre-recorded are more useful for understanding subject content. Taken together, students show a strong preference for a hybrid approach to online learning of both live and pre-recorded teaching sessions. However, students highly value enthusiastic, engaging lecturers, which largely outweighs any preference for specific delivery modalities." @default.
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• W4320162247 date "2021-01-01" @default.
• W4320162247 modified "2023-10-14" @default.
• W4320162247 title "Students’ perceptions of online lecture delivery: An empirical mixed-methods investigation" @default.
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• W4320162247 doi "https://doi.org/10.53841/bpsptr.2021.27.1.69" @default.
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