The Future of Academic Learning: Portable Lecture Classes In an article from Newsweek issue of November 28, 2005 written by Peg Tyre , the author wrote on the newest innovation that students and professors are currently utilizing. In order to illustrate the newly adopted teaching method, the author relayed the story of a student who compensated his absence by downloading the professors lecture in his personal computer. The classroom lecture was previously recorded through an iPod then uploaded into the system for the accessibility of the students.
Although the audio file was not as adequate as a classroom lecture, according to the mentioned student, it still effectively taught him the lecture topic he missed (Tyre, 2005, p. 46). Educational institutions are currently adopting a novel form of teaching material called course casting. The purpose of introducing this controversial tool is to provide supplementary lectures to students, which sometimes lead to the replacement of personal lectures. Despite its relatively short existence, it has gained impressive approval and considerable popularity among university and college students.
Those who do not believe that course casting is effective claim that one of the disadvantages of this tool is that there is a significant reduction in student-teacher interaction. Most parents of these students agree to course casting critics and are not convinced that these portable lecture classes are worth the tuition they are paying. Parents do not see the worth of the students degree earned by listening to their iPods or MP3 players. (Tyre, 2005, p. 46). The failure of the parents to understand course casting was not unexpected for the students.
Course casting provides conventional higher academic content delivered in a manner suitable for younger generations. Students have attested on the importance of course casting in their academic life, as this accommodates the short attention span characteristic of students accustomed to fast paced media and video games. Absence from lecture classes no longer pose significant problems on students as they have the luxury to access the information contained in the lectures at any time and location they choose.
In case of distraction or confusion, they can either replay the recording or pause their gadgets while consulting their textbooks (Tyre, 2005, p. 46). Although course casting has numerous advantages, some fear that enforcement of essential skills are being sacrificed, such as the ability to adhere to fixed schedules. Because of the onset of course casting, students more classes than they should. More often than not, students prefer missing classes than actually attending them. There are cases when students only choose to attend their classes thrice in a semester.
In addition, critics have also emphasized the importance of regular interaction between students and professors in maintaining minimal rates of dropout students. They also claim that attending lecture classes compels students to increase their levels of concentration for longer hours. The primary purpose of course casting should be the reinforcement of the lessons and aids in relaying important factual and conceptual information (Tyre, 2005, p. 47). In order to prevent these course casting drawbacks, professors have devised new ways to ensure that students choose to come to their classes.
Some have responded by enlivening their lectures through the use of visual materials that are not accessible to students who only choose to listen. Others only download their lectures a month after the actual classroom meeting. These measures allow them to encourage students to opt for the classroom experience than just listening to their iPods and MP3 players (Tyre, 2005, p. 47). Those who advocate the use of course casting claim that this is necessary in making course subjects more interesting. This would respond to the complaints of students that an hour and a half lectures only result to boredom.
The use of this technological innovation is an adaptation to the digital age that todays students are accustomed to. Some claim that they have found ways to maximize course casting potential by requiring group discussions incorporated with audio files as reinforcement materials. This would allow students to become fully engaged to the subject matter and absorb the lessons with all materials available (Tyre, 2005, p. 47). Reference Tyre, P. (2005, November 28). Professor in Your Pocket. Newsweek, 146, 46-47. Below: 8-Sentence Summary
The Future of Academic Learning: Portable Lecture Classes Students and professors are currently using an alternative teaching tool accessible through internet downloading. Course casting is introduced by numerous colleges and universities across the country that has gained significant popularity among students who favor this impersonal form of lecture. Despite the disapproval of most parents, students prefer this academic material as it conveniently allows them to access lectures any time and any place they need.
This poses important implications as course casting prevents students from learning important skills such as keeping adequate concentration spans and adhering to fixed schedules. Those who favor course casting debate that it is a necessary adaptation to the digital age of younger generations as it would enliven lectures and accommodate the short attention spans of students. Although this audio material is appealing to students, as this enables them to miss classes as much as they please, parents question the worth of the degree if it was earned through the use of an electronic gadget.
Another drawback is that students prefer not to attend their classes when given the option, which led to the professors use of materials not available in course casting files in order to compel students to choose classroom lectures. But other professors opted to maximize the advantage of having course casting as a reinforcement tool by requiring among group discussions incorporated with mandatory listening in order to ensure the students full engagement to the course material (Tyre, 2005, p. 46-47). Reference Tyre, P. (2005, November 28). Professor in Your Pocket. Newsweek, 146, 46-47.