Lecture Capture for NTU

Lecture capture: what can we
learn from the recent literature?
Presentation for Nottingham Business School
20 September 2016
http://www.lboro.ac.uk/departments/sbe/contact/
By Gabi Witthaus
School of Business & Economics

Presentation overview
 Background
 Research questions
 Methodology
 Findings
 Recommendations
Image by eljem043 on Flickr, CC-BY-ND

Background
 A 2012 study at L’boro tentatively indicated that
lecture capture was beneficial
 And… students wanted it

Image by KΛ13 on Flickr, CC-BY
But… not all academics were convinced

“Yes, but…”
 Won’t LC lead to lower attendance?
 I don’t want to appear on camera.
 Won’t students be inhibited in their interaction?
 What if there is sensitive/confidential content in my
lectures?
 Isn’t LC “spoon-feeding?”
 I use copyrighted content in my lectures.

Research questions
1. What percentage of HE students use LC*?
2. How are students using LC?
3. What advice do students get about using LC?
4. Do lecturers change the way they teach when
using LC?
5. What impact does LC have on attendance?
6. Does LC have any impact on student learning?
7. Anything else?
LC* = Lecture Capture

Methodology for literature review
 Search terms:
 “lecture capture”
 “lecture recording”
 Sources:
 Google Scholar
 ResearchGate
 Academia.Edu
 Date range:
 2012-2015
Image by jvoves on Flickr, CC-BY

1. What percentage of HE students use LC?
Image by Pete on Flickr, Public Domain
LC* = Lecture Capture

1. What percentage of HE students use LC?
 Different findings from different studies
 From fewer than half to 100%
 Increased usage when:
 LC “enriched” with additional materials
 LC made available for mobile access
 Less usage in 1st year (students don’t realise the
benefits?)
 Less usage in 2nd year (students more selective?)

Image by Steven Worster on Flickr, CC-BY-ND

 As a supplement to live lectures
 Selectively
 For revision purposes
 For note-taking
 To support homework tasks
 In preparation for lectures (flipped classroom)

Image by Jennifer Balaco on Flickr, CC-BY
Words of
wisdom…

Image by Jennifer Balaco on Flickr, CC-BY
Continue coming
to lectures!
Image by Jaroslav A Polak on Flickr, CC-BY-NC-SA

4. Do lecturers change the way they teach?
Image adapted from EdTech Stanford University School of Medicine on Flickr, CC-BY-SA-NC

4. Do lecturers change the way they teach?
 A move towards “flipped classroom” (more
active learning)
 LC can help lecturers reflect on their teaching
 LC is sometimes accompanied by creation of
media-rich resources by learners and lecturers

5. What impact does LC on attendance at lectures?
Image by Bernard Oh on Flickr, CC-BY-ND

5. What impact does LC on attendance at lectures?
 LC is frequently correlated with a drop in
attendance; however…
 The drop is usually minimal, and…
 The vast majority of students perceive LC as
supplementary to live lectures

6. Does LC have any impact on learning?
Image by Chris Potako on Flickr, CC-BY

 Positive impact found:
 In certain courses/disciplines
 By students who:
 are “deep learners”
 attend lectures regularly
 Also by students who:
 have learning difficulties
 are non-native speakers of English
 When lecturers are non-native speakers of English
 In some “flipped classroom” settings
6.a. Does LC have any impact on learning?

6.b. Does LC have any impact on learning?
 Little or no impact found in many studies
 Negative impact found in a few cases…

 A small minority of at-risk
students will skip lectures and
will also not use LC
 If not supported, these
students are at risk of failing
Caution!

8. Anything else?
Image by AJC AJCann.wordpress.com on Flickr, CC-BY-SA

8. Anything else?
 Students (still) want LC
 LC may influence student enrolment decisions
 Growth in mobile access to LC
 Support for staff is critical
 LC not always appropriate – e.g. in interactive
sessions
 Video of lecturer is not essential – slides and voice
are sufficient

Interesting findings from new research
 Students completing business courses in the USA with access to LC
scored approximately 3% higher on final exam (Terry, Macy, Clark &
Saunders, 2015)
 Student use of LC in a Canadian course was related to their perception
of topic difficulty (McCunn & Newton, 2015)
 Literature review by O’Callaghan, Neumann, Jones & Creed (2015)
concludes that: the positives of lecture recordings outweigh the
negatives and its continued use in higher education is recommended.
However, further research is needed to evaluate lecture recordings in
different contexts and to develop approaches that enhance its
effectiveness.

Recommendations
Image by Tina M. Steele on Flickr, CC-BY-NC-ND

Key recommendations
 Identify and support at-risk students
 Use LC judiciously:
 Use it for content-heavy lectures
 Avoid LC for highly interactive sessions
 Use LC to enable active learning
 Enable mobile access to LC for students
 Provide staff support for the use of LC

Read the full report
This presentation was based on a report by Gabi
Witthaus and Carol Robinson for the Centre for
Academic Practice at Loughborough University:
www.tinyurl.com/lecture-capture-lboro
This presentation is available at:
www.slideshare.net/witthaus/lecture-capture-for-ntu

Gabi Witthaus
Learning & Teaching Facilitator,
School of Business &
Economics,
Loughborough University
g.r.witthaus@lboro.ac.uk
Image by Orin Zebest on Flickr, CC-BY

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Lecture Capture for NTU

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