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Understanding how and why students use lecture captures


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A recap of my ALT-C presentation on the research into students' use of lecture captures from a qualitative and context-centred perspective. Presentation to the TEL Research Group at the University of Liverpool. 6 June 2016.

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Understanding how and why students use lecture captures

  1. 1. E-Learning Development Team Matt Cornock @mattcornock Understanding how and why students use lecture captures Matt Cornock University of York @mattcornock Presentation to TEL Research Group, University of Liverpool. 6 June 2016. Photo:
  2. 2. E-Learning Development Team Matt Cornock @mattcornock Where are we now? ‘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) We need to go beyond ‘nice to have’
  3. 3. E-Learning Development Team Matt Cornock @mattcornock From the literature Understand the course content (Soong et al. 2006) Revision (Copely 2007) Supplement note-taking (Leadbeater et al. 2013) Control pace of learning (Cooke et al. 2012) Attainment (Wiese & Newton 2013) Attendance (Gorissen et al. 2012) Photo: Never a clear picture, as context of the student experience is not explored.
  4. 4. E-Learning Development Team Matt Cornock @mattcornock (Owston et al. 2011) Photo: 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 not difference to me. 74 26 I focused more on understanding the lecture and less on note-taking. 49 51 From the literature Suggests that study behaviour is changing. How can we better support students through this?
  5. 5. E-Learning Development Team Matt Cornock @mattcornock Research aim A better understanding of how lecture captures are used in order that we can better support students’ learning Photo:
  6. 6. E-Learning Development Team Matt Cornock @mattcornock Semi-structured interviews Diaries of student use of captures Follow-up interviews Usage statistics Questions about study context, motivations and approaches Research literature Institutional survey data Research method
  7. 7. E-Learning Development Team Matt Cornock @mattcornock “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] Humanising the research 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]
  8. 8. E-Learning Development Team Matt Cornock @mattcornock In the lecture “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] Photo: Lecture captures allow students to follow the narrative argument of a lecture instead.
  9. 9. E-Learning Development Team Matt Cornock @mattcornock In the lecture “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:
  10. 10. E-Learning Development Team Matt Cornock @mattcornock Individualised note-making Photo: incomplete lecture notes fresh set of notes definitive, distilled notes
  11. 11. E-Learning Development Team Matt Cornock @mattcornock [C, diary]Photo:
  12. 12. E-Learning Development Team Matt Cornock @mattcornock Study time "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: Students are engaged with the content, value the lecturer’s perspective, however possible concern over ineffective use of time? An awareness of longer study time with captures motivated these students to still attend lectures.
  13. 13. E-Learning Development Team Matt Cornock @mattcornock Active learning? Photo: “you compare two things together and that’s quite good to be able to go and listen to the lectures back because you can listen to one lot and then the next one like where they compare the two.” [L, interview] As a resource, captures have the potential to allow students to think within and across modules, actively learning by making connections.
  14. 14. E-Learning Development Team Matt Cornock @mattcornock Independent learners "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] Photo: “[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]
  15. 15. E-Learning Development Team Matt Cornock @mattcornock Perceptions of lectures "It’s just like another text book..." [D, interview] “It records the lectures and the lectures are exactly what they need you to know for the course” [F, interview] Photo: Are the purposes of a lecture series clear? The capture is just another way to utilise the lecture content, but how that content fits in with the rest of the module and learning activities must be explained to students.
  16. 16. E-Learning Development Team Matt Cornock @mattcornock "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 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: We may need to help students develop from pre-University study strategies. Students might experiment to find approaches that work for them, for that module. For different content these may change, as will the value of captures.
  17. 17. E-Learning Development Team Matt Cornock @mattcornock Research outputs
  18. 18. E-Learning Development Team Matt Cornock @mattcornock Research outputs
  19. 19. E-Learning Development Team Matt Cornock @mattcornockPhoto: Further study Role of the lecture Differences in lecture content Prioritisation of career-driven activity Utility of capture toolset Note-making approaches Discipline differences
  20. 20. E-Learning Development Team Matt Cornock @mattcornock References 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 University, UK. 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 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. 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.