Student-Rated Effectiveness of Virtual Learning as a Replacement Pedagogical Tool Is virtual learning less effective in higher education? Sufficient literature has established that virtual learning as a supplement to classroom learning can be extremely beneficial, but not much attention has been drawn to whether virtual learning tools have the ability to replace the face-to-face experience of a traditional classroom. Research presents mixed results, swaying toward the idea that web-based learning methods do not have the same value as in- class lectures. However, the following data shows that there is no significant difference between the two forms of curricula. Research Questions Do students prefer virtual learning to the traditional classroom experience? Does the replacement of a traditional classroom with virtual learning tools such as podcasts, webcasts, or lecture capture improve or hinder students’ performance? Did students experience benefits to virtual learning that are unavailable with traditional classroom learning? Do professors and faculty members prefer virtual learning to traditional classroom teaching? Project Overview A meta-analysis was performed in order to investigate whether virtual learning was less effective when compared to face-to-face traditional lecture delivery in terms of student and instructor preference, student achievement, and benefits to using one method over the other. Virtual Learning over Traditional LearningAssessing student performance (2011) AdvantagesDisadvantages Students can pause or interrupt lectures to suit their schedules Students are not able to interact with the professor in real time Students can access lectures at times when it is convenient to them Students are forced to rely on technology Students can re-play material they need more time to process Students can become distracted or bored with a recorded lecture Students are not hindered by distractions from their peers Students do not have their peers or lecturer present to interact with Students can choose the rate at which they progress through the material Students may be tempted to procrastinate their progress Students are not restricted to time-tabled lecture blocks Students may be less likely to pursue asking questions or getting help In-class versus online video lectures (2011) Using podcasts to replace lectures (2011) O’Bannon and colleagues examined the effectiveness of virtual podcasts used as a replacement for class lectures of a required technology course at a research university. The results displayed that there was no significant difference among academic performance of students experiencing podcast instruction and those listening to in-class lectures. Moreover, no significant modifications to study habits were observed. Students primarily agreed that the podcast lengths were conducive to learning, and the podcasts were easy-to-use and accessible from home. Nevertheless, the majority of participants did not think podcasts were suitable as a complete replacement of in-class lectures, given the unfamiliarity with online resources and the technical problems arising from downloading and accessing the podcasts. Conclusions Although virtual learning has been proven to be a useful supplemental tool in a number of studies, research has displayed reluctance of students and faculty to accept online podcasts as a replacement for in-class lectures. Despite the convenience and accessibility of online resources, participants still prefer having structured class lectures with face-to-face interaction with professors. Though hybrid courses may seem like a logical compromise, these class set-ups may decrease overall efforts from students as both lecture setup will depreciate the values of one another. The major drawback of virtual learning tools present in literature has been the mandatory reliance on technology, and the technical difficulties that inevitably arise. As students progress and become increasingly more competent with online resources, video lectures and podcasts have the potential to gain popularity as a primary replacement for in-class lectures. The inclusion of interactive interfaces that allow clarification of student questions will alleviate student disinclination and enhance the learning environment. Works Cited Euzent, P., Martin, T. (2011). Assessing student performance and perceptions in lecture capture vs. face-to-face course delivery. Journal of Information Technology Education, 10, pp. 295 – 207. Jenson, S.A. (2011). In-class versus online video lectures: Similar learning outcomes, but a preference for in-class. Teaching of Psychology, 38(4), pp. 298 – 302. McKinney, D., J.L.Dyck, E.S. Luber iTunes University and the classroom: Can podcasts replace Professors? Computers & Education. 52: 617–623. O’Bannon, B.W., Lubke, J.K.(2011). Using podcasts to replace lecture: Effects on student achievement. Computers & Education, 57(3), pp – Traphagan, T., Kucsera, J.V., Kishi, K. (2009). Impact of class lecture webcasting on attendance and learning. Educational Technology Research and Development. 58(1), pp Kaitlyn BingamanConnor FultzMegan Melvin Euzent and colleagues examined student performance, satisfaction and evaluation in an introductory class. Two sections were examined; one section performed the face-to-face traditional lecture while the second section performed lecture capture which refers to watching videos. The significant findings of the data collected (illustrated in Table 3 above) concluded that there was no significant change in students performance across the two modes. This was measured by comparing the final grades of students when exposed to lecture capture and traditional lecture learning. Students had positive perceptions on the lecture capture experience. They expressed that they had more control over their learning in comparison to the traditional lecture and felt that it enhanced their learning. During a 4 week portion of an introductory psychology class, a group of 115 students were assigned to either attend in-class lectures or online video lectures with an in-class active learning session. According to quiz scores, results indicated that there was no advantage for either pedagogical method. It was noted that students were partial to the convenience of online lectures, but found it more difficult to maintain their attention in an environment of their choosing as opposed to the structured environment of a classroom. Both attendance and access of online materials decreased as the study progressed. It was deduced from this data that the hybrid course has the potential to lead to a decrease in the overall effort put forth by students compared to a traditional lecture setting. How do students use virtual learning as a supplemental tool? Traphagan, et al. performed an end of the semester survey on how webcasts were used for the students’ academic needs. It was concluded that most students used the webcasts when they missed class, while others used it as reviewing tool before exams.