"If I record my lectures, no one will attend my class": the transition to multi-modal delivery in applied mechanics education

Abstract

Contemporary teaching technology provides Applied Mechanics students with the freedom and flexibility to independently learn outside of the lecture theatre at their own convenience. Learning Management Systems (LMS), which have evolved through the needs of distance education and online education provision, now also offer a powerful means to add additional value to face-to-face education. When used appropriately and effectively, these systems have the potential to create an extremely broad and rich, blended learning experience of multi-modal delivery. However, in response to the pioneers who have demonstrated these possibilities, students are now increasingly insisting that all of their course material should be readily available online. Universities are responding to these market demands by persuading academics to embrace e-learning tools, particularly with respect to the recording of lectures. Consequently, it is of little surprise that there is now an arsenal of bemusing technologically complex systems, that lecturers can now choose from, in order to rise to this challenge and broadcast, or publish online. Nonetheless, it cannot be claimed that all lecturers employ the use of this new technology with the same level of enthusiasm as the students, nor perhaps are able to effectively meet their expectations en mass. But why? This paper addresses two hypotheses that seem apparent during a transition from traditional lecturing methods to multi-modal delivery: A lack of opportunity to embrace the technology and a fear that online material will prevent students from attending lectures; the latter of which is often fiercely debated. The use of new lecture theatre technology, which assists in the creation of online multi-modal delivery, is often led by innovative academics, rather than through the strategic leadership of an institution, and it is these individuals who become the 'beta testers', that overcome the difficulties of operation, amidst a highly stressful work environment. Those that choose to follow must re-tread these same pathways amidst the same handicaps, which is not conducive to widespread, nor consistent usage. Amidst an institutional culture that simply insists upon recorded lectures, students might assume that it is generally safe not to attend lectures, and in such cases academics that fear that lecture attendance will decline are correct. However, a strategically determined blend of multi-modal deliveries, in a blended learning environment, in which e-learning material obviously compliments lecture attendance, will result in a far deeper, broader and hence richer learning experience for the student. The authors conclude that teaching staff will require more direct support in establishing a richer e-learning culture, if this is to strategically and effectively blend with face to face learning opportunities. Lecture attendance may fall, but this should only occur if it does not matter. If lecture attendance remains important, then students must see additional value in attending, rather than perceive it as simply a repeated opportunity to view what is online.