Lecture recording, using semi-automated systems, is an increasingly common practice in UK universities (UCISA, 2016), whereby audio, video, and multimedia content from lecture theatres can be captured and distributed online. To advance existing understandings of the impact of lecture capture on student learning, this presentation reports on the research undertaken in partnership with learners at a UK Russell Group university. In particular, this presentation reports on the outcomes from an 8 week student placement project which explored how university students, across various disciplines, use lecture recordings within their learning practices. The session is closely linked to the theme of ‘Participation through Learning Technology’ and this presentation offers some strategies and methodologies which can be deployed when developing, implementing or evaluating learning technologies in partnership with learners.
Session content: evaluation and reflection
Adopting qualitative and quantitative methods, our research supports existing lecture capture literature which suggests that lecture capture is highly desired amongst higher education learners and provides an enhanced learning experience for many students (Witthaus and Robinson 2015). Our research also advances existing perspectives by demonstrating that during the playback of lecture recordings, multitasking and task-switching is a common activity. Our findings illustrates that students rarely watch recordings in isolation, and lecture capture reviewing is accompanied with other tasks and activities such as textbook reading, web browsing and note-taking. However, recent literature suggests that task switching can negatively impact learning and there are cognitive costs to multitasking (Kirschner and Bruyckere 2017). There is a need to explore this area in greater detail and unpack the pedagogical implications for student learning.
The findings reveal the diverse use and consumption of lecture capture recordings by students and explores how students actually integrate video into their learning process (Cornock 2015). Our findings also highlighted that a significant portion of students actively engage with recordings using collaborative activities, such as collaborative note-taking, group quizzing/testing and group discussion. Current literature largely reports on individualistic study practices involving lecture capture and our research highlights a need to consider how recordings operate in collaborative settings.
Moreover, the project unveiled issues with learners failing to utilise the full affordances of lecture recordings. Based on the research data collected, this staff-student partnership led to the co-design and development of a number of resources to support students in using educational recordings appropriately for learning. Implications for developing students’ digital literacy (JISC 2014) are also considered and the session reports how the project actively sought to improve students’ digital literacy around the use of capture recordings for learning.
Student engagement has become a core aim for the higher education sector and has become linked to ideas surrounding students’ roles as ‘partners’ in education. Current research suggests that engagement through partnership can lead to significant improvements in student learning and success (Healey, Flint, and Harrington 2014). Delegates can expect practical advice about how partnerships can support the implementation of learning technologies, such as lecture capture, and this session argues that authentic staff-student partnerships can support change and innovation in higher education. Opportunities to hear from the student perspective will also be offered.
Cornock, M. (2015). Justifying lecture capture: the importance of student experiences in understanding the value of learning technologies. [online] Association for Learning Technology Annual Conference 2015. Available at: https://altc.alt.ac.uk/2015/sessions/justifying-lecture-capture-the-importance-of-student-experiences-in-understanding-the-value-of-learning-technologies-857 [Accessed 14 March 2018]
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: students as partners in learning and teaching in higher education. [online] Higher Education Academy. Available at: https://www.heacademy.ac.uk/system/files/resources/engagement_through_partnership.pdf [Accessed 14 March 2018]
JISC. (2014). Developing digital literacies. [online] JISC. Available at: https://www.jisc.ac.uk/guides/developing-digital-literacies [Accessed 14 March 2018]
Kirschner, P.A. & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, vol. 67, pp. 135-142.
UCISA. (2016). 2016 Survey of Technology Enhanced Learning for higher education in the UK. [online] Universities and Colleges Information Systems Association. Available at: https://www.ucisa.ac.uk/tel [Accessed 14 March 2018]
Witthaus, G. & Robinson, C. (2015). Lecture Capture Literature Review: A review of the literature from 2012 to 2015. [online] Loughborough University. Available at: http://tinyurl.com/lecture-capture-lboro [Accessed 14 March 2018]
Resources for participants