The use of teaching innovation tools at the Utrecht University substantially increased over the past academic year, as indicated by figures from last month's Utrecht University teaching innovation programme, Educate-it. The number of recorded lectures, for example, rose to over 2,000. However, not all reactions to the digital lectures are positive.
Recent research by Harvard and Stanford researchers shows that students who follow their lectures online, often score ten percent less, on average, and drop out more often. Dr Matthijs Vink surprised his students at the start of September 2017 by announcing that they would be following their ‘advanced cognitive neuroscience’ lectures online from then on. Dynamics of Youth discussed digital lectures with Vink, one of his students and Educate-it, who were all involved in the recent online lectures pilot at University College Utrecht.