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Justifying lecture capture: the importance of student experiences in understanding the value of learning technologies


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Cornock, M. (2015). Justifying lecture capture: the importance of student experiences in understanding the value of learning technologies. Extended paper, #867, ALT-C 2015 – Shaping the future of learning together. Annual Conference of the Association for Learning Technology, 8-10 September 2015, University of Manchester, UK. Abstract [PDF].

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Justifying lecture capture: the importance of student experiences in understanding the value of learning technologies

  1. 1. Justifying lecture capture the importance of student experiences in understanding the value of learning technologies Matt Cornock University of York @mattcornock
  2. 2. Where are we now? @mattcornock2 ‘It would have been nice to have recordings of lectures.’ ‘It would also be extremely helpful for revision to be able to listen to the lecture several weeks later.’ ‘Class capture video replays are very useful.‘ ‘sometimes notes alone are not enough to explain key concepts.’ Photo: Source: Institutional survey cited by Cornock & Walker (2014)
  3. 3. Research questions @mattcornock3 Are lecture captures valued as learning resources? What motivates students’ use of lecture captures? Is in-class and private study behaviour changed by lecture capture provision? Photo:
  4. 4. Research aim @mattcornock4 A better understanding of how lecture captures are used in order that we can better support students’ learning Photo:
  5. 5. Interviews @mattcornock5 Photo: degree programme extracurricular activities
  6. 6. “I’m doing a lot of things, because I didn’t know about these things before I came here. I want to explore. I want to try these things and I just realise its importance in terms of like your future career.” [G, interview] Students are people too @mattcornock6 Photo: "My absolute favourite lecturer… I’ve fallen asleep in all three of her lectures… it’s no reflection on them, it’s just really a struggle" [J, interview, health issues]
  7. 7. In the lecture @mattcornock7 [Without captures] “There’s just like a battle in my mind… ‘should I write this slide down, should I just leave it, should I listen to the lecturer’ …that kind of wastes time, so then I’ve already missed what the lecturer said” [K, interview] “I find that I can spend more time paying attention to what they are actually saying and actually the broader argument that they are trying to make, rather than worrying about all the technicalities” [C, interview] “I like star a lecture slide to know to go back to it in the lecture recording" [I, interview] Photo:
  8. 8. Note-making and individualisation @mattcornock8 Photo: incomplete lecture notes definitive, distilled notes fresh set of notes on review
  9. 9. "It would take too much time if I look back at every lecture probably. Cos they’re two hours long, so you can’t listen to every one again otherwise you’ll just have no time, and it’s quicker to look things up in a text book than to look, go on the VLE, go to the lecture capture” [E, interview] Study time @mattcornock9 "I will spend two hours… on a one hour lecture because I stop it, take lots of notes, re-listen to bits, Google a word that they referenced that I didn’t know what that meant or I’ve forgotten" [H, interview] “Wanted to make sure I fully understood the theory she was explaining” [B, diary] Photo:
  10. 10. Active learning? @mattcornock10 Structured study Subsequent activity Deeper learning Self-evaluation Making connections Photo:
  11. 11. Independent learners @mattcornock11 "It makes you feel quite independent, because you can make the decision that you’re not going to that lecture because you are too tired or you’ve had too much to do that day… last term I missed three whole days of uni, because I had interviews for my placement for next year" [L, interview] “[Without recordings] I’d have to like email the lecturer a lot more and like bug them and you kind of wait on their reply so you can’t finish off you notes and you can’t tick it off” [K, interview] Photo:
  12. 12. Perceptions of lectures that need addressing @mattcornock12 "It’s just like another text book..." [D, interview] “Like I have never had a point where I have been like, no I think you are wrong. Because I think clearly like they know what they are talking about, I hope.” [B, interview] “It records the lectures and the lectures are exactly what they need you to know for the course” [F, interview] Photo:
  13. 13. @mattcornock13 "I never seem to be able to stick to like one strategy… I’ll get a new idea and then I’ll do that for a bit and it all just seems to build up and it seems to work in the end" [C, second interview] How can we bust myths and better support learners? “My mum always says once you’ve listened to it three times… like it’s in there for life" [J, interview] Photo:
  14. 14. @mattcornock14 how can lecture capture support you? what other students do attend the lecture watch recording preparation for practical tasks undertake practical get a sense of how concepts relate together focus on specific sections relevant to practical task apply concept from lecture material utilise during write-up critically appraise method and concept
  15. 15. Recommendations for students @mattcornock15 Utilise recordings in support of your study approach Allocate study time appropriate to the module learning objectives Check your understanding, not your memory Photo:
  16. 16. Recommendations for lecturers @mattcornock16 Describe the purpose of the lecture course and how it relates to the assessment Engage with students about how lecture recordings can be used Delivery that acknowledges affordances and limitations of capture Photo:
  17. 17. References Bligh, D. (1998) What’s the use of lectures? Exeter, Intellect. Cornock, M. and Walker, R. (2014) Why do students use lecture capture? Interim report on a qualitative research project. Lecture Capture: Building the Evidence Base, 17 December 2014, Loughborough University, UK. Copely, J. (2007) ‘Audio and video podcasts of lectures for campus-based students: production and evaluation of student use’, Innovations in Education and Teaching International, 44, 4, 387-399. Ford, M. B., Burns, C. E., Mitch, N. and Gomez, M. M. (2012) ‘The effectiveness of classroom capture technology’, Active Learning in Higher Education, 13, 3, 191-201. Giannokos, M. N., Jaccheri, L. and Krogstie, J. (2015) ‘Exploring the relationship between video lectures usage patterns and students’ attitudes, British Journal of Educational Technology. Early online release. Gosper, M., McNeill, M., Woo, K., Phillips, R., Preston, G. and Green, D. (2007) Web-based lecture recording technologies: Do students learn from them? EDUCAUSE 2007: The Best Thinking in Higher ED IT, 23 - 26 October 2007, Seattle, WA. Huxham, M. (2010) ‘The medium makes the message: Effects of cues on students’ lecture notes’, Active Learning in Higher Education, 11, 3, 179-188. 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, 185-192. Newton, G., Tucker, T., Dawson, J. and Currie, E. (2014) ‘Use of Lecture Capture in Higher Education - Lessons from the Trenches’, TechTrends, 58, 2, 32-45. Owston, R., Lupshenyuk, D., Wideman, H. (2011) ‘Lecture capture in large undergraduate classes: Student perceptions and academic performance’, Internet and Higher Education, 14, 262-268. @mattcornock17