A critical introduction to lecture capture and how it, as a learning technology, may be embedded to support student learning. Invited talk to the School of Physical and Geographic Sciences, Keele University, 9 June 2016.
Supporting student learning
with lecture capture
E-Learning Advisor, University of York
Talk for SPGS, Keele University, 9 June 2016
What one key question,
concern or idea do you have
about lecture capture?
How does lecture capture improve
Typical survey responses
‘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
Source: Institutional TEL survey; Cornock & Walker (2014)
We need to go beyond ‘nice to have’.
Provision of new technology should be
informed by an understanding of its impact.
The research ‘out there’
Understand the course content
(Soong et al. 2006)
(Leadbeater et al. 2013)
Control pace of learning
(Cooke et al. 2012)
(Wiese & Newton 2013; Williams et al. 2016)
(Gorissen et al. 2012; Wiilliams et al. 2016)
There are many studies, but there is a risk
that generalised statements are made from
very specific cases: specific types of learning
and module content, specific contexts,
students surveyed at specific points in time.
When captures are viewed
Number of Views per Week
Views 2013-14 Views 2014-15
Many examples of research focus on the
revision period, or impact on attainment.
However, there is use of lecture capture by
students throughout term too.
The research ‘out there’
(Owston et al. 2011)
Behaviours No Yes
I followed discussions more closely. 55 45
I participated in more discussions. 82 18
I asked more questions during the lecture. 91 9
I paid less attention to the lecture. 95 5
It made no difference to me. 74 26
I focused more on understanding the lecture and less on note-taking. 49 51
Owston et al suggest there may also be
impacts in the face-to-face lecture space.
Are lecture captures valued as
What motivates students’ use of
Is in-class and private study
behaviour changed by lecture
What do you want your
students to do in your lectures?
“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
During the live lecture, whether a
desirable behaviour or not,
students may be feeling the
pressure to capture everything.
“I like star a lecture slide
to know to go back to it
in the lecture recording"
“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”
Students, with knowledge a
capture is taking place, can plan
to use the lecture content within
their private study.
I think diagrams really help
with understanding concepts that the
lecturers are trying to explain…
I looked and saw the graph and I was
like ‘that’s so obvious’
There are also learning strengths
from how visual and auditory
elements assist explanation.
The lecture recording is drawn upon in
different ways through the creation of notes,
with no single approach being typical and
approaches changing depending on module
and place in the programme.
[C, diary]Photo: flickr.com/deanhochman/8651071224
Refining notes is more than just
handwriting, it’s shown to be
about linking ideas also.
Students place an
immense value on
their own notes
"Mainly choose, obviously the lecture recording
and the handout over the textbook a lot of the
time, because that is the information that a
lecture wants you to know, that they’ve
specifically picked that out for you to know."
It may be suggested students adopt a strategic or
‘surface’ approach to learning content for assessment.
This could be due to a lack of expectation setting as to
the purpose of the lecture.
“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.”
Deferral to the lecturer’s knowledge
may be down to inexperience, rather
than laziness or strategic approaches.
“My mum always says once you’ve
listened to it three times… like it’s in there
Pre-university study behaviours
may need to be challenged.
“I’m like ‘that is absolutely fascinating’
I’ve actually gone away and like done some more
research and looked at some more papers based on
stuff they talked about in the lecture”
Students value lecturers’ expertise,
and captures help those inspired to
go the next step.
“we are learning technically like a
new language because you
don’t use the same words in science
as you do in everyday life”
Captures also support language, in this
case academic language rather than a
second language was new to the student.
“There’ll be a process of like four steps or
something but then there might be one that
there’s an extra level of detail that you knew
that they come to later in the lecture… you can
relisten and put it back into the bigger picture”
Students may be making
connections and adding depth to
“Wanted to make sure I fully understood
the theory she was explaining”
They want to do well, particularly
when there is a commitment to
fully understanding the subject.
"I will spend two hours, two and a bit 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
Students still attend, because it is more efficient to
do so. They may think watching the capture is a
suitable replacement, but after experiencing this
they may find it challenging to keep up.
Learning with lecture captures
"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"
Even within the curriculum there may be
competing demands on time, lectures
may not be the priority.
“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
Students are also conscious of careers,
trying to find space for work or other
"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]
We also need to recognise that some
students may have hidden reasons why
the captures are essential to their needs.
their own contexts
How does lecture capture
affect my teaching?
For the live event?
Always teach for the live event, not the capture.
However, you can use larger mouse pointers,
avoid just using sticks/laser pens, describe the
part of the diagram/slide you are talking about,
repeat questions from the audience.
“Students now listen more in lectures, rather than focus
on scribbling every word down…
This means I can try other activities in the lectures,
rather than just conveying the necessary information.”
If lecture sessions become less about delivery of
content and more about engaging with students,
that will enable more effective learning.
“I tend to review my lecture recordings when preparing
the same session the next year...
It helps me refresh my memory, identify and reflect on
problems with the previous approach and plan potential
Captures can be used for your own
development as a professional, and also to
support colleagues team-teaching modules.
Positioning lecture capture
Adapted from: Young. C. and Moes, S. (2013) Figure 8: The REC:all framework. How to move beyond lecture capture: Pedagogy Guide. REC:all. Media & Learning
Association. Available at http://association.media-and-learning.eu/sites/default/files/how_to_move_beyond_lecture_capture_pedagogy_guide.pdf
Activity using video clips
Live webinar or video
Higher Order Learning
By understanding how captures are included within independent study,
they can be positioned further up orders of learning.
What do you think are the
strengths of lecture capture
for your students?
Students will utilise
captures in ways that suit
their study approach
How can we better
support student learning?
Regular use for greater learning
“students with relatively high
experience in video lectures find
them more useful”
Giannakos et al. 2015
Students using lecture recordings
as a designed-in alternative
If you have been to the lecture and then you
watch the recording you still have the
knowledge, memory of the experience, what
happened in the lecture and where the
lecturer was pointing, how they presented…
Study suggestions and quotes from University of York
students who participated in our research project in 2015.
I’ll go over lectures on different skills before
I go to practical and try and make sure that
I understand the principles.
focus on specific
to practical task
apply from lecture
and concept; re-
watch capture to
mind map first for the structure and then I would do a
Quizlet; if I find I still don’t understand something I
would make a document of explanations.
understanding of concepts
note the key
consider what you
concepts and structure
notes into chunks for
creating self-check quiz
use an online quiz-maker
(e.g. Quizlet) or flash-
cards to check
understanding; use in-
lecture questions as
use recording to check
concepts you can’t
writing explanations in
your own words
you’ve got to remember all the concepts from the
previous one; if I listen to lecture captures right next
to each other I’ve got that fresh in my head.
Thinking across the
first exposure to
ideas from the
notes on the
to see how ideas
expand summaries to
show connections or
use for preparation for
Lecture capture is an enabling technology,
offering inclusive, individualised and
flexible engagement in and out of class
Cooke, M., Watson, B., Blacklock, E., Mansah, M., Howard, M., Johnson, A., Tower, M., Murfield, J. (2012) ‘Lecture Capture: first year student nurses’ experiences of a web-based lecture technology’,
Australian Journal of Advanced Nursing, 29, 3, 14-21.
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
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.
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
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.
Soong, S. K. A., Chan, L. K., Cheers, C., Hu, C. (2006) ‘Impact of video recorded lectures among students’, Proceedings of the 23rd annual ascillite conference: Who’s learning? Whose technology?, 3-6
December 2006, Sydney, Australia.
Wiese, C. and Newton, G. (2013) ‘Use of Lecture Capture in Undergraduate Biological Science Education’, The Canadian Journal for the Scholarship of Teaching and Learning, 4, 2, Article 4.
Williams, A.E., Augilar-Roca, N.M., O’Dowd, D.K. (2016). ‘Lecture capture podcasts: differential student use and performace in a large introductory course’, Educational Technology Research and
Development, 64, 1-12.
Quotes from University of York students who
participated in our research project in 2015.
Further information at http://bit.ly/replay-research-nov15
Matt Cornock, E-Learning Development Team