A recent study in Computers in Education (summarized on the New Scientist) reports a study based in a simulated classroom setting contrasting podcasts with a live lecture.
Students who listened to the podcast one or more times and took notes had … [higher scores]
The study seems to find that the processing of content – the opportunity to “rewind” the podcast and take notes offers some advantages (my interpretation).
Now the authors intend to investigate a similar approach in actual classrooms.
Here is a prediction of what they might find based on my experience.
1) The use of online/downloadable audio is extremely limited. The potential value of a backup lecture that can be reviewed is largely ignored.
2) Students prefer a set of complete set of notes to online audio.
My interpretation of my own research is that a typical lecture possibly makes no more sense the second time (although the recent study seems to indicate reviewing while taking notes is helpful). Having an expert offer a set of complete notes is preferred because someone has preprocessed the content – identified what was important and summarized these ideas in a written format (much shorter review time).
Grabe, M. & Christopherson, K. (2008). Optional student use of online lecture resources: Resource preference, performance and lecture attendance. Journal of Computer Assisted Learning. 24, 1-10.
Grabe, M. & Christopherson, K. (2005). Evaluating The Advantages and Disadvantages of Providing Lecture Notes: The Role Of Internet Technology As Both A Delivery System and Research Tool. Internet and Higher Education. 8, 291-298.
Grabe, M., Christopherson, K., & Douglas, J. (2004-2005). Providing Introductory Psychology students access to online lecture notes: The relationship of note use to performance and class attendance. Journal of Educational Technology Systems, 33, 295-308.