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Session Description
In common with many UK institutions, the University of Edinburgh is currently involved in a campus-wide role out of lecture capture technology. One important question yet to be addressed is how (or whether) recordings of lectures which take different pedagogical approaches are used differently by students. This talk and poster will present result from a study which used a mixed methods approach to understand first year mathematics and physics students’ use of lecture capture material from 2 flipped and 1 non-flipped lecture course. Flipped courses were taught through pre-preadings (not videos) prior to the lecture, freeing up time during the lecture to be spent on problem solving and additional explanations of difficult topics. Lecture captures were made available to students after the lecture via a web-based system.
Analysis of lecture capture usage data found that the recording use was statistically significantly higher in the non-flipped compared to the flipped course. This finding was explored in more detail through in-depth semi-structured interviews with ten students. We found that while students preferred to attend lectures of all types in person, they particularly cited active-learning experiences or physics demonstrations that could not be obtained from watching the recordings as reasons for attending. Students described a preference for using lecture capture for classes that were information dense, rather than ones where time was spent on problem solving which tends to correspond to the pedagogical approach of non-flipped and flipped classes. Lecture capture was also seen to ameliorate the demands of multi-tasking involved in note-taking in non-flipped lectures. Finally we noted that students saw lecture capture as just one of a number of digital resources such as Power Point slides, digital notes and other digital media available to them and that their choice of resource depended on the information being sought and their ease of use, implying that lecture recordings should not be discussed in isolation from these other digital resources.
References
Wood, A. (2018) Lecture capture as an element of the digital resource landscape – a qualitative study of flipped and non-flipped classrooms. PsyArXiv. doi: 10.31234/osf.io/824hv Available at https://psyarxiv.com/824hv/ [Accessed 11th Mar 2019]
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Anna Wood posted an update in the session How does students’ lecture capture usage change with pedagogical approach? Comparing flipped and non 3 years, 5 months ago
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