Replacing lectures by textbased flexible learning: students' performance and perceptions

Abstract

This paper presents the results of an extended evaluation programme designed to test the effectiveness of text-based flexible learning as a replacement to 30 – 50% of the lectures in certain modules in conventional undergraduate courses within the School of Life Sciences at Napier University. For examinations in which students answered both types of question, marks for questions based on topics taught by flexible learning were equivalent to marks for questions based on topics taught by conventional teaching methods. Marks for examinations in which at least 50% of the answers were based on topics taught by flexible learning were equivalent to marks for examinations in which questions were based on topics taught by conventional teaching methods. Rates of achievement of a mark of 40% or more at first attempt for examinations in which at least 50% of the answers were based on topics taught by flexible learning were significantly better than rates of achievement of a mark of 40% or more at first attempt for questions based on topics taught by conventional teaching methods. Students gave positive feedback on flexible learning, both verbally and by questionnaire, and showed highly significant bias in favour of topics taught by flexible learning in their choice of questions in examinations. The flexible learning programme studied here has satisfied the various quality assurance criteria in place within the University throughout the time that it has been in operation. The evaluation has demonstrated that the textbased flexible learning programme studied here was an effective alternative to lectures.

Keywords:

• Evaluation
• Flexible learning