The efficacy of using digital lecture in language learning contexts

To cater for the learning needs of students who have been intensively exposed to computer-based technology, the use of Information and Communication Technology (ICT) in the higher education sector is becoming increasingly popular in the 21st century (Shivetts, 2011). Apart from the use of Learning Management System (LMS), such as Moodle and Mahara, a team of nine lecturers in a higher education institute in Hong Kong have attempted to explore innovative means of e-learning for the "Net Generation". The focus of exploration was on the development of digital lectures (DL). The attempt was based on the positive experiences that students wished to develop online DL libraries for their flexible access of course materials at anytime and anywhere (Demetriadis & Pombortsis, 2007) and for catching up on face-to-face lectures that had been missed (Boffey, Gerrans & Kennedy, 2010). Working in a non-ICT background, the team has adopted a "start from small" approach and completed a teaching development project which sought answers to two questions: 1. What are the effects of DLs in facilitating students to learn in the respective course contexts? 2. What lessons have the lecturers learned in the attempt to adopt DLs as an additional resource to augment conventional face-to-face lectures? By a “one course one digital lecture” principle, a total of nine DLs were produced for various courses, ranging from language studies, literature to language teaching methods. These DLs were uploaded to a LMS of each course for students’ reference. After the semester finished, a voluntary online survey was conducted to solicit students’ feedback. A total of 58 students (16%) responded. In addition, two focus groups, each involved five and seven students, were organised to invite elaborated comments. Reflections of the lecturers were collected through in-depth interviews on an individual basis. Overall, the students involved agreed that the DLs were conducive to their learning in various aspects but they disagreed that these could replace the face-to-face lectures. The lecturers regarded the process as a valuable opportunity for reflection on quality learning and teaching rather than personal advancement in ICT competency.