Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Why Do Students Use Lecture Capture?


Published on

Presentation made to Lecture Capture Event held at Loughborough University, 17 December 2014.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Why Do Students Use Lecture Capture?

  1. 1. Why do students use lecture capture? Matt Cornock, Richard Walker E-learning Development Team University of York mattcornock
  2. 2. Institutional survey 0% 20% 40% 60% 80% 100% 2013-14 [N=161] 2012-13 [N=386] Don't know Not at all To some extent To a great extent 0% 20% 40% 60% 80% 100% 2013-14 [N=177] 2012-13 [N=388] Not appropriate Definitely not Not sure Probably Definitely To what extent do you feel that these recordings will assist you in your overall learning for this module? Would you like to see this type of audio / video resource introduced into other modules?
  3. 3. Institutional survey Surveys paint a general picture of support. The slight change year-on-year is due, we think, to new adopters and students working out the value of lecture capture as part of their study practices.
  4. 4. Reasons from the literature Aid understanding of course content (Soong et al. 2006) Revision (Copely 2007) Supplement note-taking (Leadbeater et al. 2013) Control the pace of learning (Cooke et al. 2012) Marginal improvement on attainment (Wiese & Newton, 2013)
  5. 5. Survey quotes ‘The use of recordings for Physics lectures would be very useful because sometimes notes alone are not enough to explain key concepts.’ ‘It would have been nice to have recordings of lectures.’ ‘Class capture video replays are very useful.‘ ‘It would also be extremely helpful for revision to be able to listen to the lecture several weeks later.’
  6. 6. Survey quotes These quotes are very generic, whilst supporting that lecture capture has a positive impact they do little to help us understand the way lecture captures are being used and the motivations for students to use them.
  7. 7. Knowledge gap 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?
  8. 8. Knowledge gap The knowledge gap identified goes beyond quantitative measures of attainment which are influenced by many other factors, but explores the student learning experience and the choices that students make over resources and their value.
  9. 9. Project timeline DiariesRecruitment Phase 1 Recruitment Phase 2Interviews Interviews Diaries Research output Initial report Term 1 Term 2 Term 3
  10. 10. Recruitment  Department with well- established use of lecture capture  Students opted-in, not random selection  Students expected to have regular use of captures
  11. 11. Data collection  Two-week diary  Semi-structured interviews  Usage logs
  12. 12. Participants Five interviewees Female: 3. Male: 2. Age range: 18-22. Year 1: 1. Year 2: 4. Home: 4. International: 1. Six diaries (two incomplete)
  13. 13. Diary  Why did you decide to watch this lecture capture?  How would you describe your viewing?  Where did you watch the lecture capture?  Did you watch the lecture capture on your own or with others?
  14. 14. Diary ‘To help with analysing the results of the [Module B] practical. Looked up how to work out standard deviation of residuals in linear regression.’ Participant use of Module A recording ‘I couldn’t write as fast as lecturer was talking and missed a few points that was made. Wanted to make sure I fully understood the theory she was explaining’ ‘Curious about this workshop that had been on at the same time as [another] seminar.’ Participant use of CV Workshop recording
  15. 15. Interviews  Resources and learning activities in class  Resources and learning activities out of class  Approach to using lecture recordings  Expectations and motivations for using recordings  Changes in study behaviour as a result of provision
  16. 16. Interviews  Assessment is a key motivator  Capture of subject terminology  Re-experience, not just re-cap  Note-taking a high priority
  17. 17. Initial findings Students think about how they will use lecture capture during the live lecture Lecture captures are used in addition to established learning resources Lecture captures form part of an overall study approach that is dependent on the student
  18. 18. Next steps: Phase 1  Linking data from logs, diaries and interviews  Full transcription and analysis  Using established themes of lecture capture research to support/contrast existing literature  Noting emerging themes for further investigation
  19. 19. Next steps: Phase 2  Additional department(s)  Higher year groups, specialist modules, expectations of higher-order learning
  20. 20. Bollmeier, S. G., Wenger, P. J., and Forinash, A. B. (2007) ‘Impact of Online Lecture-capture on Student Outcomes in a Therapeutics Course’, American Journal of Pharmaceutical Education, 74, 7, Article 127. 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. 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. 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. 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.
  21. 21. Further information on this project available at Your thoughts, comments, questions mattcornock