1. Can Online Voice-over Lecture Replace Traditional Didactic Lecture
Can Online Voice-over Lecture Replace Traditional Didactic Lecture? An Evaluation Through Randomised Cross Over Study
Mark Kiak Min Tan
Dr Yeow Toh Peng
Prof Loh Li-Cher
Penang Medical College

2. Background
Traditional Didactic Lecture (TDL) requires lecturer to be at the same place and at the same time with students
Video recording of lectures increasingly used to complement TDL
Limited evidence of Voice-over Lecture (VoL) on effectiveness and acceptance as a replacement for traditional lectures

3. Methods of Delivery TDL 1 hour live-lecture
Lecture notes provided for print out beforehand
VoL + Q&A
Narrated PowerPointTM slides available on Moodle
30 minute interactive “meet the lecturer” Q&A session
Cutting of curriculum time
Randomised- no choice, because bias

4. Why VoL + Q&A? VoL advantages
easily recorded
ability to be viewed repeatedly & at any time or place
Q&A adds an interactive element to the recorded lecture
Why this format of VoL- mainly easy to record, and can be reviewed repeatedly
Why + Q&A- it adds interactiv e element to digital lecture (ref),
Best of both world- might be better to replace tdl
Why not load it on moodle and listen …. And come back for discussion.
Therefore ‘blended approach’ would be the best method if TDL were to be replaced

5. The question is…
1. Is VoL + Q&A as effective for delivering content? 2. Can it replace the TDL?

6. Accessing VoL

7. Study Design (1) Monday Lecture 1 Friday Lecture 2 Lecture 1 & 2
Group A
TDL
Group B
TDL
Online
MCQ
Quiz
Group B
VoL + Q&A
Group A
VoL + Q&A
Lecture 1 & 2 given by same lecturer
VoL was released 1 week before Q&A session
Lecture notes was released 2 days before TL
Online MCQ was opened 1 week after the 2nd lecture, and opened for 10days

8. Study Design (2) + + Baseline Questionnaire Perception Questionnaire
Online
MCQ
Quiz
Group A
TDL
VoL + Q&A
Group B
Lecture 1
Lecture 2
Lecture
1 & 2
Online
MCQ
Quiz
Group A
TDL
VoL + Q&A
Group B
Lecture 3
Lecture 4
Lecture
3 & 4 +
Perception Questionnaire

9. Participants 110 students from the Class of 2011
Results were evaluated for
Effectiveness
Preference/ Satisfaction
Factors influencing preference
15 shows complpexity of current situation
Ecluded all who did not participate in all four

10. Evaluation of Content Mastery (n=14)
Objective
Online MCQ Quizzes
p=0.364
Paired t test
Objective-mcq
Subjective- questionnaire
Exam results may not easses how well students grasp a topic
VoL + Q&A 6.85/10 SD± 1.97
TDL /10 SD± 1.71

11. Subjective Confidence Rating
0= No confidence. No idea what to talk about if asked
1= Significant gap in knowledge and understanding. I need
more tuition
2= May have some gap or mistake in understanding but
generally adequate
3= Complete understanding. May be susceptible to minor
mistake but overall competent
4= Fully confident. Complete and thorough knowledge and
understanding
4 major sections
Section 1- Perception of Voice-over Lecture
Section 2- Preference of Lecture Type
Section 3- Confidence Outcomes for each lecture
Section 4- Free Text for comments

12. Evaluation of Content Mastery (n=14)
Subjective
Confidence Rating
p=0.493
VoL + Q&A 2.21/4 SD±0.63
TDL /4 SD± 0.60

13. Subjective Confidence Rating
0= No confidence. No idea what to talk about if asked
1= Significant gap in knowledge and understanding. I need
more tuition
2= May have some gap or mistake in understanding but
generally adequate
3= Complete understanding. May be susceptible to minor
mistake but overall competent
4= Fully confident. Complete and thorough knowledge and
understanding
4 major sections
Section 1- Perception of Voice-over Lecture
Section 2- Preference of Lecture Type
Section 3- Confidence Outcomes for each lecture
Section 4- Free Text for comments

14. Evaluation of Format Preference (n=68)
SECTION 1 & 2 LIKERT SCALE
1=Strongly Agree
2=Agree
3=Tend to Agree
4=Tend to Disagree
5=Disagree
6=Strongly Disagree
Whole class

15. Perception Questionnaire (1)
Compared to the traditional format of lecture delivery, Voice Over Lecture
Allows me to better master the lecture
content and achieve the stated learning
outcome
3 (Tend to agree)
Reduces self study time required to master content of lecture
Allows me to remember what I learn for longer

16. Perception Questionnaire (2)
Compared to the traditional format of lecture delivery, Voice Over Lecture
Makes learning more enjoyable
3 (Tend to agree)
Is desirable because it allows me to learn at my own pace
2 (Agree)
Is desirable because it frees up “in-college” time

17. Perception Questionnaire (3)
Compared to the traditional format of lecture delivery, Voice Over Lecture
Allows complicated concept to be better explained in detail
4 (Tend to disagree)
VoL is equally desirable without the
“meet the lecturer” session
4 (Tend to disagree)
“Meet the lecturer” session allow me to
clarify gap in my knowledge that could
not have been achieved with other
means
2 (Agree)

18. VoL + Q&A should completely REPLACE traditional lecture
Format Preference
VoL + Q&A should completely REPLACE traditional lecture
VoL +Q&A should be as ADD-ON to traditional lecture
73%
94%
Yes No

19. Perception Questionnaire
Free Text

20. Own Pace
“I could pause... and look for what i don’t understand from the book or the internet.”
“I think it's suitable for a slow learner like me.”

21. Own Time & Place
“Students can listen to the voice-over at a suitable time (eg. later in the evening/night) and spend more patient time in the afternoon at the hospital.”
“Allows me to study at my own time … can put myself in my own conducive environment.”

22. Style of Presentation
“Certain lecturers tend to be more monotonous when recording their voice-over…traditional lectures in these cases would be more interactive and be less of a pain to pay attention to . .”
“The voice-overs are utterly boring when I hear them even though the lecturer who has taught us in class is pretty good.”

23. Presentation Slides
“.. I tend to be put off if (the) lecturer is just reading exactly from (the) slides ….I prefer (if) the slides presented were summarised slides with plenty of pictures or diagrams to aid understanding “

24. Factors influencing Preference?
Race & Gender
Previous secondary schooling
Proficiency of English Language
Learning styles (ILS)
No Significant relationship with preference
Poster 6V2 TP Yeow*, KM Tan and LC Loh .Learning styles and language proficiency does not affect format preference of lecture delivery - a study of online voice-over lecture vs traditional didactic lecture

25. Conclusion
VoL + Q&A is NOT INFERIOR to traditional lectures in terms of learning outcomes
Q&A session facilitate clarification of difficult concepts
However, VoL + Q&A is preferred as ADD-ON rather than replacement of traditional lecture

26. Conclusion PRESENTATION STYLES matter because VoL
was perceived as boring by some
may not suite teaching styles of some lecturers
“I agree that it is hard to sound enthusiastic and vary tone to the microphone compared to a live audience.”

27. Acknowledgement
Prof Amir Khir & Prof Loh Li-Cher for their participation in the project Penang Medical College (PMC) & Royal College of Surgeons in Ireland (RCSI) for funding of this presentation

28. THANK YOU