Abstract
Many universities now use lecture capture. We used focus groups to investigate perceptions of lectures and their capture in staff (N = 8) and students (N = 17). We found that staff and students held different views of lectures and this impacted on their perceptions of lecture capture. Our findings confirmed a range of previously identified uses of lecture capture and additionally demonstrated its use to model expert behaviour. Furthermore, we report here that students felt lecture capture reduced anxiety, particularly for those with disabilities, indicating that lecture capture may be a useful tool in creating an environment that supports mental wellbeing. Despite this potential value of lecture capture, it was still perceived to have some negative impact on the live lecture; reducing the interaction with students and prevent staff using anecdotes and humour in their teaching, which could reduce the value of the lecture capture.
Highlights
Lectures are commonly used within universities, offering a practical approach to teaching large classes (Behr, 1988)
16 of the 17 student participants indicated that they regularly attend live lectures, lecture capture was seen as an adequate substitute when attendance was either not possible or not seen to represent an optimal use of time
The inclusion of perceptions of lectures, alongside lecture capture was deemed necessary because studies to date have not considered the two together, even though perceptions of lecture capture are likely to be influenced by perceptions of lectures
Summary
Lectures are commonly used within universities, offering a practical approach to teaching large classes (Behr, 1988). Research shows that students value lectures, reporting that they feel involved in learning and able to engage in independent thinking and problem solving during teaching (Covill, 2011). This research consistently shows that students have positive perceptions of lecture capture (Gosper et al, 2008; Heilesen, 2010; McGarr, 2009; O’Callaghan, Neumann, Jones, & Creed, 2017; Pons, Walker, Hollis, & Thomas, 2012; Traphagan, Kucsera, & Kishi, 2010), irrespective of age, gender, enrolment mode or attendance pattern (Gosper et al, 2010). Lecture capture is so highly valued by students that its availability has been shown to improve student satisfaction (Al-Nashash & Gunn, 2013; Brecht & Ogilby, 2008; Bryans Bongey, Cizadlo, & Kalnbach, 2006; Greenberg & Nilssen, 2009; Secker, Bond, & Grussendorf, 2010; Toppin, 2011; Traphagan et al, 2010; Veeramani & Bradley, 2008; Woo et al., 2008) and influence course choice (Vajoczki, Watt, Marquis, Liao, & Vine, 2011; Watt et al, 2014)
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