How are students engaging with lecture recordings as a study resource?
- 1. How are students engaging with lecture recordings as a study resource? Key findings from a 4-year research study at the University of York Richard Walker & James Youdale E-Learning Development Team University of York, UK
- 2. Session Outline Overview of Lecture Capture at The University of York Timeline and Methodology of Service Evaluation Key Findings So What? – Implications for Service Ethos – Implications for Staff Development Where next?
- 3. Service Overview Replay has grown in a fairly organic manner since first introduced in 2012. No central, top-down implementation. Departments govern their own policy on recordings * * As of June 2018, roughly 60% operate 'opt-out' policies. Few departments with no engagement: Music, History of Art, Centre for Women's Studies. The latest to move to ‘Opt-out’ Sociology (Jan 2018)
- 4. Service Timeline 2 0 1 2 2 0 1 3 2 0 1 4 2 0 1 5 2 0 1 6 2 0 1 7 2 0 1 8 Pilot Roll-Out Migration
- 5. The University of York Context – Scale, Stats & Figures End-to-end Timetabled Lecture Capture Service S+ & Blackboard Learn Integration (Recordings Published to VLE) 200+ Rooms Equipped Across Campus 7 Rooms Equipped for Chalkboard Capture (13 by the start of the 2018/19 Academic Year) Service owned by the central E-Learning Development Team Service Management post co-ordinates between Time-Tabling, IT Services & AV Team Booking Recording Publication
- 6. The University of York Context – Scale, Stats & Figures Service delivers circa 600 recordings per week* An increase of 26% on of the previous year UoY students view around 6000 hours per week* Downloads not disabled centrally** * During Term Time: Typical of Autumn, Spring ** Barring Department Policy: History, Sociology
- 7. 2017/18 Student Survey 2018 Focus Group 2014/15 VLE Survey Timeline of Service Evaluation Key Areas of Investigation – How students have been making use of Lecture Capture – Impact upon studies, in-class/out of class habits 2012/13 Replay Survey 2 0 1 2 2 0 1 3 2 0 1 4 2 0 1 5 2 0 1 6 2 0 1 7 2 0 1 8 2016/17 Student & Staff Surveys 2015 Student Diaries & Interviews 2013/14 Replay Survey 2013/14 VLE Survey
- 8. Methods Used Survey Monkey TEL Survey via VLE Qualtrics Via Student Union Reps Google Forms via Panopto Focus Groups & Interviews Student Study Logging Diaries
- 10. Key Findings – How students see the resource Lecture Capture is very helpful. I do not agree with the view that some lecturers have where they see replay lecture capture as a substitute. The overwhelming majority of students recognise that both are required to achieve well.. University of York Economics Student- 2017/18 Replay Survey “ ” Thanks for letting me lie in University of York Biology Student- 2017/18 Replay Survey “ ” – 92% of students agreed that Replay was an important part of their studies – 90% of students agreed that they believe that the service has helped them to supplement the notes that they take in class. 2016/17 Replay Survey
- 11. Key Findings – Transformative Effects on Learning? For most lectures, I prefer not writing notes but listening because otherwise I won't focus. Hence, I use lecture capture to go back over the lecture and make notes properly and neatly. I am also able to pause and rewind the lectures to help with my understanding. Politics Student- 2017-18 Replay Survey “ ” Less than 41% of students ‘regularly’ watched the whole recording Students: • ‘skipped to the parts of the video where they wanted’ to focus (19%) • watched back the recording at an increased speed. (40%) 2017 – 18 Replay Survey
- 12. Key Findings – Transformative Effects on Learning? Of the 41% of students who reported that they ‘regularly’ watched the whole recording • 56% did so exclusively during ‘During Revision Periods’ or ‘To Prepare For Assignments’ Whereas.. • 19% did so exclusively ‘On the same day of the Lecture/Seminar’ or ‘To Prepare for the next Lecture/Seminar” Are students missing key frames of reference when viewing months after the pedagogic encounter? Top 5 Departments Represented in this Dataset % Biology 24 Psychology 12 Economics 10 Chemistry 7 Computer Science 6 Does this demonstrate non-attendance, poor search layout of recordings, or just ill-informed revision habits?
- 13. Key Findings – Choice of Study Environment If I’m re-watching a lecture for revision or notes for an essay, then yeah, you do watch it in a ‘work environment’, like my bedroom or the library. University of York Student- 2018 Focus Group “ ” Most students preferred home study environments to ‘on-the-go’ 96% mostly watched in ‘personal environments’ either at home or student accommodation (2017-18 Survey) Up from 77% in 2016 - 17 41% Reported to playing back recordings on Campus (2017-18 Survey) Down from 53% in 2016 - 17 Strong preference towards desktop viewership 50% of students reported that downloading a recording was important to them (2016 – 17 Survey) But only 13.7% claimed to have consumed recordings ‘on the go’ or in transit. (2017-18 Survey) At home - I think it’s more accessible. I can link my laptop to the TV so I can see it bigger and I can also have another screen where I can write down notes. University of York Student- 2018 Focus Group ” “
- 14. Key Findings – Are we making assumptions again about students’ technical skills? Lecture Captures are wonderful, but I can't help but feel like we could all make better use of them if we had a brief description of how to make best use of it. The layout seems hectic at first but eventually becomes intuitive- a single session introducing us to the feature would be helpful to myself at least. Mathematics Student - 2017-18 Replay Survey “ ”
- 15. Key Findings – Are we making assumptions again about students’ technical skills? I feel like I’ve been here for a year and half before I realised that I could download the lectures, but I like, travel quite a lot, and when I realised I could watch them on the train, it was like this big breakthrough for me!And if someone had just said that in freshers week, I could have got so much more work done University of York Student - 2018 Replay Focus Group “ ”
- 16. What do we currently offer students? Technical Guidance Videos Documents VLE Community Sites Study Guidance & Workflows
- 17. Key Findings – But is that sufficient? I know there’s like the Tutorial Videos on there - but it’s like, you’re never really going to watch them, you just think ‘I’ll figure it out, I know what I’m doing’. Those first couple of talks in first-year, it’s really tedious because you’ve just got like 8 lectures in a row, but because everyone goes because it’s first week, and everyone still has good intentions. University of York Student - 2018 Replay Focus Group “ ”
- 18. Key Findings – Students don’t see Lecture Capture as a discussion platform I have group chats and like, friends, where you can ask where it’s more informal, so I don’t think it’s needed, really. University of York Student – 2018 Focus Group “ ” Only 4% of those surveyed reported to having used Panopto Discussion 59% reported that they ‘didn’t want to be the first person to make a discussion post’, but ‘may use it more if their peers did’ 2017 – 18 Replay Survey I think it could be a lot more successful if it was anonymous - no matter how confident you are, you’re always thinking like: ‘um, well what if I’m wrong?. University of York Student – 2018 Focus Group
- 19. Key Findings – Students don’t see Lecture Capture as a discussion platform We have a course-wide group chat on Facebook - 70 plus people, and whenever there’s like a deadline day, a week in advance, everyone is throwing questions in there - people say ‘check on the Replay’, do this, do that - but no one will ever use the Replay to actually discuss University of York Student – 2018 Focus Group “ ” I won’t be using it, as I’d be asking stupid questions. If I have a question and I want to post it publically, I’ll just go on the VLE discussion board for the topic. And I think that lecturers often check that as well, so you can get confirmation from the actual lecturer. University of York Student – 2018 Focus Group” “
- 20. Key Findings – Understanding the scope of the commercial platforms But what about our Learner Analytics?! Outwith formal activities, students aren’t minded to use ‘your’ chosen domains for informal discussion They can and will use their own To assume that discussions between students isn’t going on is naïve Vendors claiming that they can monitor and report on peer interaction through analytics is problematic - assumption that discussion is situated within formal spaces.
- 22. So what? The Disconnect The hard sell for senior management: The Ethos: “the provision of lecture recordings is purely a supplement” …Student perceptions show otherwise! The Ethos: Lecture Capture is badged as a process that will not compromise teaching methods… … But in reality, for it to be used effectively, it does require academics to buy in
- 23. An Unpalatable Truth? What can academics do differently? And I’ve found quite a lot that our lecturers play up on the fact that we use Replay, because they just put links in the PowerPoints and expect us to follow the links for further study. They link to maps and sources from bibliographies and stuff like that - so they really expect us to be going back to it University of York Student - 2018 Replay Focus Group “ ” Students have identified positive changes to their learning with Lecture Capture where affordances/adaptations have been made. …but this requires compromises & upskilling by academics
- 24. An Unpalatable Truth? Awareness of slide design for the recorded medium Incorporation of: Shortened URLs (e.g. Bit.ly) Augmented Reality (QR Codes) Embedding hyperlinks via Web Editor
- 25. An Unpalatable Truth? What can academics do differently? My lecturer said: ‘instead of writing down what I’m saying or what’s on the PowerPoint, write down the things that it makes you think about’ University of York Student - 2018 Replay Focus Group “ ” Embedded guidance for optimising approaches to note-taking Using Lecture Capture to facilitate a ‘heads-up’ approach in class; e.g: ‘Write what you think, not what I say.’ Clearer guidance to students on lecture review and revision strategies
- 26. An Unpalatable Truth? Changing teaching practice in classrooms Designing in more in-class interaction • Electronic Voting Systems to facilitate: Peer Instruction & Think-Pair-Share Building in added value for class attendance • Withholding in-class discussions from recordings
- 27. Our Current Staff Development Provision Replay ‘Room’ Briefings Before Term Contextualised Online Guidance Ad-Hoc Training Sessions for Departments Programme of Staff-Development Webinars
- 28. Recommendations Formal induction to Lecture Capture is needed for students at a point when they are most receptive – Built into study/skills and guidance – Ideally contextualised by academics, rather than delivered ‘in the abstract’ Support changes in academic practice, informed by user evidence – Upskill academics to see a continuum in the out-of-class / in-class learning experiences – Present Lecture Capture as an enabling medium to support both in-class active learning & out-of-class reflective learning & guided further study Disseminate adapted academic practice – feed into the York Pedagogy – Show and tell of case studies of adapted lecture recordings
- 29. Questions?