Marc Schack

Abstract

Replacing the ‘textbook/lecture’-model with a ‘compendium/podcast model’

The project investigates student-perception on the usefulness of materials developed for stand-alone, online-teaching – in a context where these materials replace traditional readings and in-person lectures. Specifically, the project looks into how students at the Royal Danish Defence College perceived (and used) materials provided to them as part of an online-version of a lesson on basic international law. The materials consisted of a compendium-like short text and an explanatory podcast, both of which were developed for the particular class.

The students gave feedback on this model through a questionnaire. In the questionnaire, the students were asked how well they felt the materials provided them with an overview/understanding of the topic, how they used the materials, and whether they believed that such materials could sometimes replace traditional teaching without hurting student-learning. The responses showed that the students generally felt that the online materials gave them a good overview over and insight into the topic, that they used the materials somewhat flexibly, and that they generally felt that such online materials could sometimes replace traditional teaching without hurting student-learning. On the last point, however, the students were markedly more hesitant than in relation to the specific lesson covered by the questionnaire.

Reflecting on this project, from my perspective as a teacher, I had two main considerations that seem useful to note. Firstly, the production of materials for the lesson was quite time-consuming, so it is perhaps only worth it, if the lesson can be repeated several times. Secondly, the development of materials would likely have been much more difficult had the topic not been introductory/basic.