In recent years, there has been widespread implementation of institutionally-supported lecture capture solutions across UK universities (Walker et al., 2016). As such, for many students, lecture recordings are viewed as a key component of the study resources for their programmes of study. Nevertheless, whilst recordings have become widely normalised across the sector, discussions around their impact on student learning still tend to focus on their role as a substitute for classroom attendance (Aldamen et al., 2015; Nordmann et al., 2017), rather than as a complement to the ‘live’ lecture experience, advancing learning both in and out of class.
This paper reports on key findings from a 4-year study of student engagement with lecture recordings across two platforms (Echo360 & Panopto) at the University of York. Drawing on survey and focus group feedback, we will explore how students have incorporated the viewing of recordings within their study strategies, and how this has impacted on in-class and out-of-class learning activities.
The key message is that technical competencies and awareness of lecture capture viewing functionality vary greatly between individuals. In addition, related student aptitudes in these areas tend to be assumed, rather than supported by programme teams through the issuing of specific user guidance. Students’ note-taking techniques are often emergent and unstructured, but can be guided where lecturers intentionally address self-study strategies in their instructional design; e.g. by introducing further study links within their recorded presentations, providing prompts for further reading, and the reinforcement of more reflective class-based note taking. Moreover, we found that students prefer to conduct all discussion on the content of lecture recordings within informal learning spaces, rather than making use of the collaborative tools embedded within the recording platform – thus limiting the scope for academics to track the deeper learning, reflection and engagement that is taking place outside the classroom.
Considering all the above, we will invite discussion on the range of support and guidance that programme teams should be providing to students on how to engage more effectively with lecture recordings to support deeper learning. We will also consider how lecturers can design in study prompts within their lecture recording to join up class-based and personal study, and to encourage an active learning focus for lecture recording usage.
Session content: evaluation and reflection
A four-year corpus of mixed-methods research: e.g: surveys, focus groups, and the on-going initiatives to evaluate our timetabled Lecture Capture service.
Aldamen, H., Al-Esmail, R., & Hollindale, J. (2015). Does Lecture Capture Impact Student Performance and Attendance in an Introductory Accounting Course? Accounting Education. Vol 24, Issue 4. http://www.tandfonline.com/doi/abs/10.1080/09639284.2015.1043563
Nordmann, E., Calder, C., Bishop, P., Irwin, A., & Comber, D. (2017, November 10). Turn up, tune in, don’t drop out: The relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study. https://psyarxiv.com/fd3yj
Walker, R., Voce, J., Swift, E., Ahmed, J., Jenkins, M. & Vincent, P. (2016). UCISA Report: 2016 Survey of Technology Enhanced Learning for higher education in the UK. Universities and Colleges Information Systems Association, Oxford, UK. https://www.ucisa.ac.uk/bestpractice/surveys/tel/tel
Resources for participants
Hi both, I was unfortunately chairing another session so missed your talk. I hope it went well. Is there any chance you could share a copy of your slides? Thanks alot.