Lecture capture technology can expand access to education by allowing students to attend lectures remotely, addressing barriers like distance, difficulties, and social factors. However, implementing lecture capture requires a pedagogical approach rather than just a technological solution. This research project compares the effects of lecture capture versus classroom learning on 150 students in mathematics, physics, and chemistry teacher training courses. Students are divided into groups attending lectures in-class, in-class with access to captures, or remotely via captures. Learning outcomes are evaluated between groups and subjects to understand the pedagogical suitability of different approaches. Learning analytics also help evaluate individual learning paths supported by lecture capture functionality.

1. DEVELOPING PEDAGOGICAL QUALITY WITH LECTURE CAPTURE
Ilkka Kukkonen, Aducate - Centre for Training and Development, University of Eastern Finland
ABSTRACT BACKGROUND RESEARCH QUESTIONS LEARNING ANALYTICS
Lecture capture and distribution School and work in the future will be very different from New teaching methods, technical solutions, and distance The growth rate of digital data creates enormous possibilities
expand the concept of today. Pedagogical models need to be reformed for fulfilling learning practices among others have shaped policy of for learning analytics. The nature of the data is becoming
participation. Geographical the future requirements, and technology serves as a basis for supplementary education for teachers and educators. Teachers more intelligent with semantics and collective efforts, which
distances, learning difficulties, this development. Educational organizations are constantly may teach locally; still, lectures can be provided globally. This helps to connect essential information to support and
and social barriers do not hinder obligated to pursue cost-effectiveness and at the same time challenges the traditional role of teacher as a person in charge understand student behavior. With learning analytics we can
the attendance at lectures. Thus, increase the educational flexibility for participation. of certain student group or course and it requires new interpret more comprehensive understanding and identify
lecture capture can promote pedagogical skills and understanding of competence students´ individual needs to create supportive and even
pedagogical democracy, Systematic lecture capturing can provide approaches to development. Thus, we will study how modern video predictive models in personalization and adaptation.
sustainable development, and support these goals with a framework for never-ending technology can support learning and teaching while enhancing
ecological viewpoints. lecture. However, it seems to be very common to start pedagogical quality and advances in learning results. In addition to video-analytics, research will utilize interactive
implementing lecture capture technology straightforward as features that enable students to comment, share bookmarks
In this research we will study technological solution with the assumption that technology Even though the technology and audience is ready, wide- and write personal notes to lecture captures as well as ask the
how modern video technology saves time and resources. This approach often lacks spread lecture capture still lacks success stories and teacher and fellow students questions. This functionality
can support learning and pedagogical viewpoints and presents challenges to pedagogically proven concepts. Also calculating and provides a new kind of space-time dimension to study learning
teaching while enhancing organizational culture. presenting the components of ROI from lecture capture environments and lecture captures because not all the
pedagogical quality and implementation can be challenging regarding pedagogical students are studying this particular course simultaneously.
advances in learning results. In
addition to that, the project will
METHODOLOGY quality and learning results in organizational level. In this
project we will compare effects of lecture capture in distance
Lecture capture technologies are currently evolving rapidly
regarding analytics and personalization. So far, however,
compare effects of lecture learning to classroom learning. academic research in utilizing these technologies in learning is
Research data is collected from mathematic, physics, and
capture in distance learning to still rare from learning analytics point of view.
chemistry lectures in teacher training at the University of
classroom learning.
Eastern Finland, Savonlinna campus. 150 students are divided
Learning results are evaluated
into three groups. A
Group
B
Group
C
Group
OUTCOMES AND DELIVERABLES
between different groups and
The first group will attend the courses as normal classroom
also in the basis of lecture and • Articles in journals and whitepapers focusing on
lessons, the second group will attend the course in classrooms
subject so the suitability of the developing pedagogical quality with lecture capture
but is also provided possibility to review lectures via captures
current method for variable
right after lectures. The third group attends the course Participates in teaching Participates in teaching Participates in teaching • Framework for evaluating and comparing pedagogical
subjects can be shown in via lectures via lectures and is only via lecture capture
remotely via lecture capture. The data is acquired as long as aspects of lecture capture and ROI
practice. The use of learning provided access to
the statistical saturation is received. In the first part of the Students will attend the captured lectures Students attend the
analytics enables evaluation and • Presentations in conferences and webinars
research we will compare different teaching methods in terms course as normal Possibility to use the course remotely via
supportive interventions in classroom lessons captured lectures for captured lectures
of learning outcomes and interviews. Learning outcomes are • Ph.D. Thesis 2014 “The Use of Lecture Capture in
individual learning paths. retention and support provided after lecture
compared between the groups also in terms of different Mathematical Substances in Teacher Training”
mathematical subjects.
The second part utilizes signals that are showed by learning
Process DESIGN GATHERING ANALYSIS
ORGANIZATION AND FUNDING
CONTACT analytics. They indicate changes in students’ learning
processes. Also the results of web and video-analytics as well 2003 2010 2011 2012 • Research is conducted and disseminated by Aducate,
as students’ notes, comments, and questions in the lecture Centre for Training and Development of University of
Ilkka Kukkonen
capture system are used as indicators and variables. After Eastern Finland and Ilona IT Oy.
University of Eastern Finland Development Background Conducting the Data analysis and
begins study study Interpretation
Email: ilkka.kukkonen@uef.fi analysis we can deepen our understanding how individuals’ • Project is funded by European Regional Development Fund
Experimenting Developing and Lecture capture Synthesis with
Phone: +35850 320 7941 learning may be supported by lecture capture and how lecture with various testing the in research learning (ERDF), Aducate, Centre for Training and Development of
Website: http://aducate.fi/movie capture can extend the concept of personal learning technologies research framework analytics University of Eastern Finland, IlonaIT Oy and City of
framework
Twitter: @ilkkakukkonen environment. “Simultaneus Data gathering Benchmarking Savonlinna.
Space”-concept Project proposal and analysis
Reporting and
Networking in Partnering, Reporting and dissemination
SIG’s funding dissemination