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An overview of some literature relating to the implementation of lecture capture

 

Resource details

Student/staff benefits and perspectives

Elliott, Caroline and Neal, David (2015) Evaluating the use of lecture capture using a revealed preference approach. Active Learning in Higher Education. ISSN 1469-7874 (In Press)

http://eprints.hud.ac.uk/24540/

Students made greater use of the lecture recordings in the days preceding tests and examinations, themselves identifying the benefit of watching lecture recordings so that they could gain better understanding of material, developing notes taken in class. As such, lecture capture offers an attractive facility to enhance independent student study. Students used the lecture recordings as a supplement rather than a substitute for lecture attendance.

The research is limited through its reliance on data from one UK university, and in particular from the use of lecture capture in just one discipline at that university

Saunders, F.C. & Hutt, I. (2015) ‘Enhancing large-class teaching: a systematic comparison of rich-media materials’. Higher Education Research & Development, 34:6, 1233-1250.

http://dx.doi.org/10.1080/07294360.2014.911261

Students see value in lecture capture to consolidate understanding and as revision aids.

Lecture capture as complementary not replacement for face to face lecture.

Audio narrated slides were more popular with students.

No impact on attainment found.

10% students stated they used the full-lecture video as a replacement for attending a lecture.

Allen, Ruth. Lecture Capture in Higher Education: what we know so far (Feb 2014). Briefing document prepared by Ruth Allen, Directorate of Teaching and learning Nottingham.

http://www.nottingham.ac.uk/tld/documents/
discussionpapers/lecture-capture-in-he-201402.pdf

A revision tool that can relieve the pressure of note taking.

A recap tool for learning at own pace.

Benefits individuals managing disabilities, incl. dyslexia

A resource for distance learners and others who require flexibility of provision

Support for student with lower academic abilities

For staff it can be a tool for developing deeper learning over time as it may be used to free up class time if implemented as part of flipped classroom. Benefits for staff in terms of reusability of resources and reduction in time spent recapping one-to-one after lecture

Some evidence of positive impact on attainment in some studies.

From limited effect to no effect found in relation to student attendance.

Concern about lecture capture as a way to monitor teaching performance and copyright.

Lecture Capture at the University of Manchester. Report by Professor Richard J. Reece, Associate Vice-President (2013) http://www.tlso.manchester.ac.uk/media/services/
tlso/content/files/Lecture%20capture
%20supporting%20document.pdf

Provide a study-aid for review and revision.

Help accommodate different learning styles.

Assist students who do not have English as their first language3; and assist students who have particular educational needs.

Evidence of positive impact on attainment and increased course unit satisfaction.

Significant increase in the end of year examination results after lecture capture had been used.

No evidence for reduced attendance.

Concern that recordings would be uses to assess teaching activities.

Leadbeater, W., Shuttleworth, T., Couperthwaite, J., Nightingale, K.P. (2013)
‘Evaluating the use and impact of lecture recording in undergraduates: evidence for distinct approaches by different groups of students. Computers & Education, 61 (0), pp. 185–192.

http://dx.doi.org/10.1016/j.compedu.2012.09.011

Student use recordings to expand notes, understand difficult concepts, catch up on missed lectures.

High usage student group had more dyslexic and non-English speaking students.

Staff concern that lecture recordings may be associated with surface learning attitudes.

Found no impact on student attainment. In some modules lecture attendance reduced by ∼15%

Concern that lecture recordings may be associated with surface learning attitudes.

Kadirire, J. (2011) ‘The Pedagogy of Lecture Capture’. In: Networks Issue 14, Jan 2011

http://www.lta.anglia.ac.uk/cmsAdmin/uploads/
networks_pedagogy_lecture_capture.pdf

Supports student revision and their understanding of complex issues covered in lecture.

Cites one study (Briggs 2007) for evidence for positive impact on grades and on student retention.

Some evidence for reduced attendance.

Owston, R., Lupshenyuk, D., Wideman, H. (2011). ‘Lecture capture in large undergraduate classes: Student perceptions and academic performance ‘. Internet and Higher Education, 14 (4), pp. 262-268. http://dx.doi.org/10.1016/j.iheduc.2011.05.006

Used for revision and clarifications.

Majority did not participate more in class discussion.

Benefits to low achieving students.

No straightforward correlation with attainment.

Some evidence for slight reduction in attendance (relied on student self-reporting)

Secker, J., Bond, S. and Grussendorf, S. (2010) ‘Lecture capture: rich and strange, or a dark art?’ In: ALT-C 2010, 6-9 September 2010, University of Nottingham. http://eprints.lse.ac.uk/29184/

Professional development opportunities arising from lecturers being able to critically review their own performance.

Increasing student engagement and retention.

Staff concerns about the reliability of the technology, the technology as a pedagogical tool and the suitability of the medium for their curriculum.

Giving students a new way of resolving problems, meaning that face-to-face interactions can be ‘spent on more complex issues’ than those already covered.

Students’ decision to attend influenced by the topic and speaker rather than any technical arrangements.

Bassili, J. (2008) ‘Motivation and Cognitive Strategies in the Choice to Attend Lectures or Watch them Online.’ Journal of Distance Education 22, (3) 129-148 http://www.ijede.ca/index.php/jde/article/view/50/708

The social and collaborative elements of the lecture hall appeal to some students more than to others - these preferences influences their choice of media.

No impact on attainment and student attendance not correlated with lecture capture