Abstract—This study aims to compare students’ preferences for pre-recorded videos and live lectures, and to establish the relationship between these two types of online lectures on students’ online learning satisfaction and academic achievement during the pandemic. This study is quantitative in nature and involved 552 respondents who are undergraduate students from four faculties in one of the private universities in Malaysia. Structural Equation Modeling (SEM) was used to analyse the proposed hypotheses. The results show that the pre-recorded video lecture has a positive effect on students’ online learning satisfaction in three faculties, i.e., Social Science, Business and Medical Science, whereas, in the faculty of Innovation and Technology, the live online lecture has a significant effect on their students’ online learning satisfaction. However, students from all four faculties responded that both pre-recorded video lectures and live online lectures did not significantly improve their academic achievement. The findings of this study provide a guideline for academics in their online pedagogical consideration, especially in deciding the type of online lecture preferred by their students which has contributed to their online learning satisfaction, thus improving the overall quality of the online learning experience.
Index Terms—Online learning satisfaction, live online lectures, pre-recorded video, structural equation modelling.
Lim Chee Leong and Nurhanim Hassan are with Taylor's University, 47500 Subang Jaya, Malaysia (e-mail: CheeLeong.Lim@taylors.edu.my, Nurhanim.Hassan@taylors.edu.my).
Long She is with Swinburne University of Technology, Sarawak Campus, 93350 Kuching, Malaysia (e-mail: firstname.lastname@example.org).
Cite: Chee Leong Lim, Long She, and Nurhanim Hassan, "The Impact of Live Lectures and Pre-recorded Videos on Students' Online Learning Satisfaction and Academic Achievement in a Malaysian Private University," International Journal of Information and Education Technology vol. 12, no. 9, pp. 874-880, 2022.Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).