Lecture Stories pt.4

Welcome to the final blog post of my lecture story series!

In response to my last question revolving around Twitter and online lecture recordings, I have discovered that this new digital paradigm comes new anxieties. As a result, lecturers are cautious about what they say as this very public place has now shifted into a permanent space within time.

But then I question about the source of time and how one chooses to utilise this. As the semester progresses, the student attendance decreases thus changing the demographic of students that attend lectures each week.

Within every lecture setting there are the Robert’s and the Susan’s. The Robert’s are students who are relatively new to the University landscape and are simply note taking using the class as a means to an end in securing better job prospects. However, the Susan’s are students who enter into the lecture with base knowledge, ready to build upon their critical thinking and so construct their own knowledge. I often notice that many lecturers disseminate insightful content only to receive looks of confusion from students who are considered ‘Robert’s’.

My question to you this week:

How does the decrease in student attendance impact you emotionally (being the reaction to the decrease in students) and intellectually (being the way your teaching style reflects the change in demographic of students to accommodate to different learners)? Do you notice a change in demographic where one ‘type’ of student is in higher attendance?

If you’re a lecturer or active within lectures and would like to take part of this online discussion about your experiences comment below and find a link here to my Project Information and the intentions of my research.



Lecture Stories pt.2

Reflecting on ‘Lecture Stories pt. 1’, I found that it was hard to recall specific lectures but easier to link specific lectures to specific moments within the lecturers personal history.  One specific comment that struck me was the idea of being in a ‘two body position’ where one is physically visible, whilst too thinking entirely separate to themselves.

This got me thinking about the students within a lecture theatre whom look visible within the lecture, but are mindlessly somewhere else. This week, this thought occurred to me when I was seated behind another student who–like most students–had her laptop out, ready to take notes on the lecture. However, the screen flashed with scenes of the latest Game of Thrones episode. She was visibly present within the lecture whilst being mindlessly absent. I often wonder how lecturers feel about lecturing toward a sea of laptops whilst competing with the attention of students who might be drawn to other websites or their phones. Does this impact their teaching style or create a drive to look for alternate methods to keep students attentive?

Now I ask you, explain to me how you feel about lecturing to a sea of laptops, left in the unknown as to how the technology is being used (for the lecture or for other uses)?

If you’re a lecturer and would like to take part of this online discussion about your experiences comment below and find a link here to my Project Information and the intentions of my research.


Lecture Stories pt. 1

First year lecture, it’s BCM110, Sue Turnbull is flicking through slides and giving her lecture in the traditional Sue way. She turns our attention to a YouTube video, presses play and we watch the whole video. Once it’s done, she starts to analyse the video, only soon to realise that next YouTube video is playing and she can’t figure out how to stop it. This called for ‘Blue Shirt Guy’ to come to the rescue! Just an eager uni student sitting near the front of the lecture theatre didn’t expect all eyes on him as the tech guru when he walked into the lecture one Tuesday afternoon. Before long Twitter was filled with tweets from others in the lecture thanking our saviour, making memes and trends. Within the hour, the once Riley became Blue Shirt Guy to all, he even changed his twitter name to this infamous pseudo! This would have had to have been the most memorable lecture that I have ever attended.

Paint me a picture of what it was like to be part of your most memorable lecture.

If you’re a lecturer and would like to take part of this online discussion about your experiences comment below and find a link here to my Project Information and the intentions of my research.



Welcome to my research project!


As a student of the University of Wollongong, I regularly notice the decrease of student attendance within lecture theaters as the academic semester progresses. Due to this observation, I chose to ask the question: what impact does lecture attendance have on academic staff.

Hi, I’m Monique Lombardo, a second year Communication and Media student intrigued in the life of the other side of the lecture theater.

As part of my research project for BCM210, I will create a series of five blog posts that will ask you to ‘tell me a scenario when’ in response to the question asked. I will invite lecturers from any university, across any faculty to comment on my blog posts and participate in my research.

You can comment on one blog post or all five and feel free to open up the space for discussion. Each blog post will flow from each other where I will reflect on the comments from the previous blog post whilst asking the next question.

However, by choosing to comment on my blog posts, you are giving consent to take part within my study. For more information: project information

I hope you will join me on this research journey and feel free to share this to other lecturers to create a well rounded response pool.

Follow the study on #lecturestories



Project Information

This is a study which investigates the impact lecture attendance has upon academic staff.

I aim to look at the changing demographic of students have within the lecture space and change the dynamic of discussion, the digital paradigm shift and also the quantity of attendance. With this in mind, I wish to create a series of blog posts which ask questions which invite only academic staff to comment their responses and reactions.

This study requires the participant to answer the questions honestly whilst using it as a self-reflection. You are not obligated to take part in each blog post and can contribute as much or as little as you like.

My findings will be presented throughout the process upon this blog weekly where you can review my reflection of the results whilst joining the conversation on twitter with the #lecturestories hashtag.

By commenting within the blog series you are taking part of my study, feel free to look at the project information for more details.

I hope that you will join me on this journey. If you have any questions feel free to contact me via twitter @moniquelombardo.