Lecture Capture – is more always better?
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This document summarizes research on the impact of recorded lectures (RLs) on student outcomes. Key findings include: - RLs can reduce student stress but may also increase workload if overused. They support flexible learning but could enable passive learning. - RLs help some students consolidate learning through reiteration, but may limit focus if relied on exclusively without other study methods. - Students are more engaged in live lectures without RLs, but feel less stressed with them as a safety net. Overall impacts are mixed depending on how students use RLs. - Further investigation is needed to understand impacts in different academic ability groups and on outcomes like attendance and achievement. Managing potential negatives requires guidance on study skills and ensuring
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Lecture Capture – is more always better?
- 1. Karen Noble BVM&S PhD PGCertHE FHEA MRCVS Alison Reid BVMS PGCertHE FHEA MRCVS Denis Duret BEng, MSc, PGCertHE FHEA
- 2. Background – internal Drive from Guild of Students Availability and usage increased exponentially in last 2 academic years at UoL Formal and informal student feedback overwhelmingly in favour of increased provision Staff response/attitude variable Attendance Engagement Workload Learning skills Stage fright??
- 3. Background - external Attendance – the jury’s out No effect - Bollmeier et al, 2010 Negative correlation - Hollbrook & Dupont, 2011 Study strategies may improve with RL Ford et al 2012; Pearce & Scutter, 2010 Academic performance – contradictory findings No change - Leadbeater et al 2012; Ford et al, 2012; Bacro et al 2010 Positive correlation - Wiese & Newton, 2013 Usage reflects academic ability Leadbeater et al, 2012 Engagement Williams et al 2012; Pearce & Scutter, 2010; Owston et al 2011
- 4. This project Workload/wellbeing How does the provision of RL affect perceived workload for our students? What is the effect of RL on student wellbeing? Learning skills How does the provision of RL affect the development of crucial life-long learning skills? Targetted towards our cohort high achieving, highly motivated, high stress
- 5. Methodology Focus on first and second year students ( 165 per cohort) Semi-structured interviews Focus groups Questionnaire
- 6. Questionnaire – response rate (222) 68% methodology Likert scale Do you? 1.Disagree strongly 2.Disagree 3.Agree 4. Agree strongly Excessive workload is a cause of stress 0 20 40 60 80 100 120 1 2 4 3
- 7. Data analysis Thematic analysis of interview and focus group transcripts and free text questionnaire comments Dichotomous grouping of Likert-type questions
- 9. Interview themes - wellbeing Positive Negative Using RL increases workload Increasing resource provision causes increased pressure Using RL reduces time spent on social learning Students feel more stressed without RL Using RL saves time Catering for students with ALN
- 10. Focus group themes - wellbeing Positive Negative Increased workload Increased resources = pressure Reduced social learning ALN support Safety net Reduced stress Support for illness Flexible learning styles * New theme
- 11. I think lecture capture takes longer than a lecture, it sort of makes your workload worse If I’m like in a lecture and I know it’s not going to be recorded then I’ll be like sort of panicking It would really stress me out if they took lecture capture away – that’s all I know. If they turn up and go “oh it’s not working today” you’re like “oh my god!” which is unnecessary stress It’s like a little security blanket Using my time more productively by going to lecture capture rather than another resource helps me reduce my stress
- 12. Interview themes – learning skills Positive Doesn’t replace attendance Increased engagement in class if RL provided Iterative use Use to target additional study Negative Engagement increases in class if no RL Might learn better if no RL Students limit their study to content within RL RL replaces other study methods Spoon-feeding
- 13. Focus group themes – learning skills Positive Guiding independent study Reiteration Increased engagement Active learning Peer learning Prioritising Layered learning Contextualising Negative Less focused Limiting scope Passive Spoonfeeding Unrealistic Repetition Reduced engagement in class affecting peers
- 14. I might learn things better if there weren’t recorded lectures, because I’d have to find things out Recorded lectures make the learning experience better – they extend and develop it While you’re listening back over the lecture they’ll say things that weren’t in the notes from their own experiences so you can link things A lot of people go with the attitude “Oh that’s stream-captured, I won’t go” I like to use it as an active learning tool,… you can use it as a test It can be positive and negative. Sometimes it’s best just listening to the lecturer as opposed to frantically writing notes….but it can be bad because you can get complacent It makes me scared a bit like us getting into a bad routine and being like, “oh I don’t have to go to that” or “I can just pause that person”
- 15. The worst thing is when people are actually in the lecture, they know it’s going to be on there and they don’t concentrate …..they’re just scrolling through Facebook.
- 16. Questionnaire - numbers 222 STUDENTS RESPONDED = 68% RESPONSE WE WILL COMPARE 1ST AND 2ND YEARS AT A LATER DATE
- 17. Stress 12 25 89 91 0 10 20 30 40 50 60 70 80 90 100 Strongly agree Agree Disagree Strongly disagree Having recorded lectures provided makes me feel more relaxed about lectures
- 18. Workload Having lots of resources for each class increases the pressure I feel to work long hours 20% 50% 21% 9% 0 50 100 150 Recorded lectures reduce my workload Strongly agree Agree Disagree Strongly disagree 37% 42% 4% 0 20 40 60 80 100 17%
- 19. Engagement I am able to engage more in lectures if I know they are being recorded 16% 36% 29% 19% 0 20 40 60 80 100 I pay more attention in lectures if I know they are not being recorded Strongly agree Agree Disagree Strongly disagree 36% 34% 24% 6% 0 20 40 60 80 100
- 20. If a learning outcome isn’t in the recorded lecture I ignore it Strongly agree Agree Disagree Strongly disagree 29% 46% 17% 8% 0 20 40 60 80 100 120 We don’t want to waste brain capacity on the stuff we don’t need Limiting scope
- 21. Stress I feel less stressed when I know lectures are being recorded 18% 32% 34% 16% 0 20 40 60 80 Having recorded lectures provided makes me feel more relaxed about lectures Strongly agree Agree Disagree Strongly disagree 5% 12% 41% 42% 0 20 40 60 80 100
- 22. SUMMARY Questionnaire - themes Wellbeing RLs reduce stress/pressure RLs save time Flexible learning RLs support varied learning approaches & needs Safety net Increased workload Learning skills Less engaged without RLs Reiteration & consolidation Guided/targeted learning More engaged without RLs! Limited scope Independence
- 23. Summary Positive impact on a significant proportion of the cohort Stress Ease of access Some negative effects which need to be countered Time management Narrowing focus We got a lot more from this than we expected!
- 24. What does this mean for us as teachers? Study skills support in dedicated student support stream Consistency is key Consider methods to address the negatives Short videos a la YouTube Set specific LOs and tasks to ensure development of learning skills bypassed by RLs Dealing with disruption..?
- 25. Further outcomes Investigate usage and compare with achievement and academic background Link questionnaire responses to student record Effect on attendance
- 26. Questions?
- 27. I would find learning more difficult without this resource You are reassured to know you can work at your own pace Good idea; I just don’t have enough time! Sometimes what prompts a memory is how the tutor explained it Students can engage more without fear of missing something Recorded lectures increase my amount of time spent working [If there were no RLs] I try to understand the topic there and then [If there were no RLs] I definitely attend [Without RLs] I will have to look in textbooks more which could lead to learning irrelevant information [RLs are for] clarifying specific details, not going over the whole lecture again Too many resources can be intimidating
- 28. References Bacro, T., Gebregziabher, M., Fitzharris, T. (2010) Evaluation of a Lecture Recording System in a Medical Curriculum. Anatomical Sciences Education, 3, 300-308 Bollmeier, S., Wenger, P., Forinash, A. (2010) Impact of Online Lecture-capture on Student Outcomes in a Therapeutics course. American Journal of Pharmaceutical Education, 74(7) Article 127 Ford, M., Burns, C., Mitch, N., Gomez, M. (2012) The effectiveness of classroom capture technology. Active Learning in Higher Education, 13(3), 191-201 Johnston, A., Massa, H., Burne, T. (2012) Digital lecture recording: A cautionary tale. Nurse Education in Practice, 13, 40-47 Hollbrook, J., Dupont, C. (2011) Making the decision to provide enhanced podcasts to post-secondary science students. Journal of Science Education and Technology 20(3), 233-245 Larkin, H. (2010) “But they won’t come to lectures…” The impact of audio-recorded lectures on student experience and attendance. Australasian Journal of Educational Technology, 26(2), 238-249 Leadbeater, W., Shuttleworth, T., Couperthwaite, J., Nightingale, K., (2012) 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 Pearce, K., Scutter, S. (2010). Podcasting of health sciences lectures: benefits for students from a non-English speaking background. Australasian Journal of Educational Technology, 26, 1028-1041 Wiese, C., 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., Birch, E., Hancock, P. (2012) The impact of online lecture recordings on student performance. Australasian Journal of Educational Technology, 28(2), 199-213