Why do students use
Matt Cornock, Richard Walker
E-learning Development Team
University of York
0% 20% 40% 60% 80% 100%
2012-13 [N=386] Don't know
Not at all
To some extent
To a great extent
0% 20% 40% 60% 80% 100%
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?
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
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)
‘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.’
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.
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?
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.
Phase 2Interviews Interviews
Term 1 Term 2 Term 3
Department with well-
established use of lecture
not random selection
Students expected to have
regular use of captures
Female: 3. Male: 2.
Age range: 18-22.
Year 1: 1. Year 2: 4.
Home: 4. International: 1.
Six diaries (two incomplete)
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
‘To help with analysing the results of the
[Module B] practical. Looked up how to work
out standard deviation of residuals in linear
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
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
Assessment is a key motivator
Capture of subject terminology
Re-experience, not just re-cap
Note-taking a high priority
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
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
Next steps: Phase 2
Higher year groups, specialist modules, expectations
of higher-order learning
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.
Further information on this project available at
Your thoughts, comments, questions