Presented by Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences Lecture capture has become increasingly popular in higher and professional education programs. At OSU-CHS, we have observed that students have become increasingly more comfortable and reliant upon using these products as study aids and at times, as a replacement for attending lecture based courses. However, we question whether this is this a sound pedagogical approach for students to learn material and succeed on assessments. Does the availability of content and student use of lecture capture add value to their learning experience? Using our computer-based assessment software, we have categorized our exam items to their corresponding lecture capture recording in order to explore a relationship between student views of recordings and their performance on course assessments. Consequently, this presentation explores the relationship between student use of lecture capture resource(s) and student performance on assessments. Throughout the presentation, participants will learn about our process, our findings, and our plans for maximizing curricular use of lecture capture to improve student outcomes.

1. 1

2. Using Exam Analytics to
Evaluate Student Use of
Lecture Capture
Recordings
Dan Thompson
Manager of Instructional Design
and Educational Technology
Oklahoma State University
Center for Health Sciences

3. Today’s Objectives
• At the end of today’s session, participants will be
able to:
• Create a process of reviewing student usage of
lecture capture
• Recognize the relationship between student
use of lecture capture recordings and
performance on assessments at their
institution
• Apply lessons learned to establish reviews of
other educational technology programs

4. School Background
• Osteopathic Medical School
• Systems based curriculum
• 115 students
• How we use lecture capture
• In-class recordings
• Faculty created recordings

5. 1. We know lecture capture is widely used by our
students, but can we discover if it is adding
value to student assessment performance?
2. Can we identify the most successful methods of
utilizing lecture capture as an instructional and
study tool?

6. Our Process
• Categorized (mapped) each exam item by
lecture
• Reviewed lecture capture views
• Compared student exam performance
with lecture capture views

8. Our Participants and Their
Roles
• Instructional design/academic support
staff
• Item categorization
• Lecture capture statistics
• Exam statistics
• Faculty
• Item categorization

9. Results
Overall
Results
Systems Courses
Results
Foundational
Courses Results
Most Watched
Recordings
85% 83.1% 86.5%
Least Watched
Recordings
82.4% 82.1% 82.6%
*TBL 87.5%

10. Conclusions
• There is a consistent positive relationship
between quantity of student views of lecture
capture recordings and an increased
performance on summative assessments
• Preliminary results indicate use of lecture
capture as an educational tool and not simply as
a replay of class is linked to improved student
assessment performance
• More specific information is needed…

11. Unintended Lessons
• Students tend to view recordings less as each
unit progresses
• Why is this? Timing? Further removed from
this information when the exam arrives?
• Gained insight on course evaluation process
• Review of instructional methods
• Flipped classroom/team-based learning

12. Current Implications
• How can this affect positive change now?
• Faculty development
• Improving upon this study
• Using exam stats to review other
processes

13. Moving Forward
• Building on this study…
• Include student attendance
• Formative assessment
• Performance by discipline
• Compare with student performance prior to
lecture capture
Yes, there was a time before
lecture capture…

14. Thank you!
•Questions?
•dan.thompson@okstate.edu
•@danthompsonidts