An exploration into the reactions of undergraduate students to virtual lectures

Using a literature survey this paper explores the different interpretations of the term virtual and its potential impact on undergraduate students. The literature reveals that many researchers have concerns on the possible negative effects should virtual education reduce the interaction between the educator and the student. Some studies have researched the reactions of students to using virtual lectures and whether they facilitate rather than hinder their individual learning outcomes. An information technology subject at Swinburne University of Technology has adopted a multimodal approach to subject delivery comprising face-to-face tutorials and replacing face-to-face lectures with virtual lectures. These lectures are delivered online via the World Wide Web. Concurring with other researchers my findings suggest that although students enjoy the convenience of online virtual lectures, many are reluctant to relinquish the face-to-face mode of lecture delivery. Furthermore, the majority of students appear to demonstrate a lack of motivation to view these lectures on a regular basis, preferring to view them when the need is greatest, that is, for assessments.