Lecture Capture Research Articles

The impact of learner engagement on performance outcomes: a longitudinal study in accounting education

AbstractThis study explores the efficacy of vodcasting, as one of the advanced means of lecture recording, and discussion forums using retrospective engagement analytics data and performance outcome data on 1,172 unique students. The results provide partial support for the research hypotheses, particularly for international students, with learner engagement as a strong predictor of enhanced performance outcomes. However, no support was found for domestic students, with no significant impact of engagement on performance outcomes. That is, learner engagement may be more beneficial for international students than for domestic students. The findings support the implementation of discussion forums for enabling meaningful conversation, knowledge acquisition and peer engagement. This could pave the way for a knowledge‐sharing culture as opposed to a knowledge‐hoarding culture. Overall, the findings offer insights for higher education providers who have large international student enrolments and are interested in diversity management strategies and enhanced student engagement using disruptive technology.

Rethinking student study strategies

BackgroundThe lack of correlation between perceived learning styles, study strategies, and successful outcomes in anatomical science courses has been demonstrated in both undergraduate baccalaureate and undergraduate medical student populations. Somewhat surprisingly, a difference in preferred study strategies was observed when comparing these populations. Undergraduate medical students far preferred auditory study strategies over reading/writing (88.09% to 2.38%, respectively) while undergraduate students employed these strategies almost equally, with a preference for reading/writing (37.93% to 27.59%). This difference was driven almost entirely by the medical students’ use of recorded lectures as a means of studying. This strategy was employed alongside traditional auditory strategies also used by undergraduates like attending class and studying with others. The question arose, why in this age of active learning, were students overwhelmingly using such a passive strategy (rewatching lectures) as opposed to an active one (studying with others)? Anecdotal observations of student behavior and conversations with students indicated that which strategy was truly active and which passive may no longer be accurate.MethodsUndergraduate medical students that participated in the original investigation into learning styles were given a follow‐up questionnaire to determine how they used the lecture recordings and to describe their interactions when studying with others. This questionnaire includes eight questions about behaviors while viewing the recorded lectures and while studying with other students on a 4‐point Likert scale from “most accurately describes me” to “least accurately describes me”. One additional question addressed how often students viewed the same recorded lecture.ResultsData demonstrate that ~87% of medical students view the same recorded lecture more than once (up to 4 times) and listen to the recording at 1.4X, or more, the normal speed (60% of participants indicated “most accurately describes”, 33.3% of participants indicated “accurately describes”). Further most students take notes while viewing the recorded lecture, at least the first time (~87% most accurately/accurately) and often every time they view the lecture (~79% accurately/somewhat accurately). When studying with other students, 83.3% indicated that they are actually studying independently, i.e., not actively engaging with the other person. When they do choose to engage, only the most difficult concepts are discussed (75% most accurately/somewhat accurately) while overall concepts are not shared and most discussion seems to be on non‐study material (75% most accurately‐somewhat accurately).ImplicationsGiven these results, it seems apparent that two or more students in a room does not mean that they’re studying together. Moreover, when students use recorded lectures, they seem to be doing so in a manner more akin to traditional lecture interactions with students taking and refining notes. While this is not an entirely active learning strategy, based on these results, it is likely more active than merely sitting next to someone else that happens to be studying the same subject. Taken together it may be time for educators to reevaluate what traditional study strategies mean to modern students.Support or Funding InformationNone

Staff and students perception of lecture capture

Many universities use lecture capture to record live lectures and make them available online, although this practice is not without controversy. We used an online survey to investigate perceptions of lectures and their capture in staff (N = 95) and students (N = 522). We found that they valued lectures and perceived capture differently, despite similar views on the type of learning lectures best support. Students were more positive about capture, utilising the online platform effectively. Exact use differed depending on whether students were substituting or supplementing attendance. Use of lecture capture was predicted by several factors including: demand of live lectures, attendance, and performance. Student attendance ratings were predicted by the availability of online resources and difficulty in getting to lectures, whilst staff felt only availability of online resources was critical in determining student attendance. Differing views of lectures and the importance of attendance may contribute to the different overall perceptions of lecture capture in these two groups.

A Study Exploring Students’ Usage Patterns and Adoption of Lecture Capture

Technology-enhanced teaching approaches are becoming increasingly common in higher education. One of these approaches, Lecture Capture (LC), is a tool which can be simply defined as audio and video recordings of classroom-based activities. Although the use of LC is increasing in higher education, its impact on teaching and learning, and the effectiveness of its use is controversial. The purpose of this study is to gain a better understanding of students’ patterns of use of LC, and to make suggestions for improvements. The results of this quantitative study reveal that students access and benefit from lecture recordings. However, findings indicate varying patterns of use according to faculty, level, year of study, and grades and suggest a need for further research into how this system can be adapted for different fields of study at undergraduate and graduate programs.

Lecture capture and peer working: exploring study practices through staff–student partnerships

As lecture capture technology and practice become ever more widespread in UK universities there is a growing body of literature that assesses the impact of these changes. However, there is still much to be understood about lecture capture and the full impact on student learning, especially in different institutional and subject contexts. This article describes two projects from a UK Russell Group University that worked in partnership with students to gain insights into the student experience regarding lecture capture. The article highlights insights gained in terms of how and why students use lecture recordings. This article focuses on one area in particular which has been less reported and warrants further investigation – students’ use of lecture recordings in collaborative settings. The article considers some practical implications of such insights and argues that a nuanced understanding regarding the way students use lecture recordings for learning is required. The article also highlights how educationists can harness student partnerships to further our understanding of the complex interplays between technology and student learning.

Lecture Capture Policies: A Survey of British Universities

The integration of digital and convergent technologies into the classroom poses policy level challenges for universities, as these constitute a wider process of digitalization and marketization of the higher education institutions (HEIs) ranging from open access publishing to augmenting pedagogy through learning platforms. Digital technologies not only augment teaching and learning, they present HEIs with a multitude of challenges from copyright of third-party materials to performance rights. This paper surveyed lecture capture policies in 149 British universities in 2015–2016. As mobile and capture technologies become part of the classroom and extend their construction beyond the physical realms, this paper assesses the policy challenges that have emerged with the incorporation of lecture capture technologies into HEIs. Lecture capture is part of the ‘digitalization’ of the HEI sector, illuminating both the investments into digital modes of delivery and dissemination and in tandem the numerous challenges (structural, pedagogic, legal and ethical) that face the sector today through the increasing incorporation of technologies into everyday teaching practices, policy and delivery.

Enhancing Student Learning through Webinars and Lecture Capture Tools

Enhancing Student Learning through Webinars and Lecture Capture Tools

Using Video in Blended Pedagogies to Address Accessibility

Besides being the right thing to do, creating an accessible learning experience ensures that educational institutions are providing equitable opportunities for the many students with a disability. Millions of people live with disabilities, not all of them easily visible. Video has become a major component of the digital workplace, and offers some challenges to some people with disabilities.
 But not only are there ways to overcome these challenges, video itself can aid in providing an effective learning experience for all students. The most common topic to come up for increasing video accessibility is around captions and transcripts. Video unites sight and sound. Especially in an education environment, removing the sound usually makes a video mostly pointless. It’s not enough for the content to be accessible, though. The video platform itself has to be accessible if you genuinely want to increase accessibility.The key to increasing accessibility is flexibility. If you can offer students multiple choices – with captions or without, with default-size icons or with larger and higher contrast icons, live or on-demand, in person or remote – they can choose for themselves the accommodations they need to do their best work.
 Many students have disabilities they may not wish to disclose. The way one person is affected by a disability may be different from how another person with a similar disability is affected. In fact, a person may feel impacted by their disability in different ways from day to day, such as when someone with chronic pain has a “good” or a “bad” day.
 In this brief presentation, Grant Beevers, Senior Digital Learning Specialist with Kaltura, will outline how organisations can address accessibility through best practice in video design and publishing, whether it’s embedded video content in course design, content imported from external websites, and common use cases including personal and lecture capture.

Patterns in students’ usage of lecture recordings: A cluster analysis of self-report data

Students’ usage of lecture recordings can be characterised by usage frequency, repetitiveness and selectivity in watching, lecture attendance, and social context and location in which students watch the lecture recordings. At the University of Munster (Germany), the lecture recording service was evaluated over three semesters. The data were combined and used for a cluster analysis with the aim of being able to describe the students’ distinct usage patterns. The cluster analysis was performed using partitioning around medoids with Gower distance. Five clusters of students were identified, which differed mainly on the amount of lecture recordings watched, whether the lecture recordings were watched completely or partially, whether the recordings were watched once or multiple times, and the number of lectures the students missed. The five clusters are interpreted as representing different ways of utilising lecture recordings. The clustering provides a basis for investigating the usage of lecture recordings in the context of different approaches to learning and learning strategies.

Patterns in students’ usage of lecture recordings: a cluster analysis of self-report data

Students’ usage of lecture recordings can be characterised by usage frequency, repetitiveness and selectivity in watching, lecture attendance, and social context and location in which students watch the lecture recordings. At the University of Münster (Germany), the lecture recording service was evaluated over three semesters. The data were combined and used for a cluster analysis with the aim of being able to describe the students’ distinct usage patterns. The cluster analysis was performed using partitioning around medoids with Gower distance. Five clusters of students were identified, which differed mainly on the amount of lecture recordings watched, whether the lecture recordings were watched completely or partially, whether the recordings were watched once or multiple times, and the number of lectures the students missed. The five clusters are interpreted as representing different ways of utilising lecture recordings. The clustering provides a basis for investigating the usage of lecture recordings in the context of different approaches to learning and learning strategies.

If you record, they will not come – but does it really matter? Student attendance and lecture recording at an Australian law school

ABSTRACT Lecture recordings are anecdotally associated with decreased rates of attendance at face-to-face classes. However, there have been very few studies that empirically analyse this contention, or which examine the motivations for student attendance at face-to-face classes. In this article we report on a study of over 900 undergraduate and postgraduate law students at The University of Western Australia. The study employed a mixed methodology approach involving a student survey, a manual count of attendance at face-to-face classes, and student focus groups to measure self-reported and actual rates of attendance at face-to-face classes and to identify factors influencing student attendance. A key finding is that lecture recordings are a significant reason for non-attendance, though perhaps not as all-encompassing a reason as anecdotal evidence suggests. We discuss the benefits of lecture recordings and the potential negative implications of non-attendance at face-to-face classes for students’ academic performance, their sense of connectedness, and the development of specialist skills and graduate attributes. We also consider how universities, law schools and law teachers might respond to these challenges.

The pause/play button actor-network: lecture capture recordings and (re)configuring multi-spatial learning practices

ABSTRACTLecture recording is an increasingly common practice in UK universities, whereby audio, video, and multimedia content from lecture theatres can be captured and distributed online. Despite a large body of recent lecture capture literature, much of the empirical research adopts positivist paradigms, which overlooks the complex and unpredictable nature of teaching and learning. Addressing this knowledge gap, this exploratory case study adopts sociomaterial approaches, specifically perspectives from the domain of actor-network theory (ANT), to view learning technologies as complex assemblages involving heterogeneous human and non-human entities or actors.This paper explores the entanglements involved in enacting online pedagogy and learning across spatiotemporal dimensions using trace ethnography and visualisation mapping. Examining the student-led study practices revealed that multitasking and fluid task switching, between contrasting networks and spaces, was a significant activity during the playback of lecture recordings. Exploring an innocuous and ubiquitous practice, such as video pausing, affords nuanced perspectives into the sociomaterial entanglements involved in enacting study practices. Moreover, adopting multimodal sensitivities reveals how often overlooked modes, such as iconography, can become actors within an assemblage. This may offer new insights into how modes help produce or stabilise configurations and advance efforts in attending to the non-human within actor-networks.

Social Network and Sentiment Analysis: Investigation of Students’ Perspectives on Lecture Recording

This article presents the results of a study aimed at understanding the value of lecture recordings to student learning. We analysed transcripts of discussions on social media (Facebook) that students generated on the value of lecture recordings. Students discussed whether recording lectures and making them available should be compulsory. While the efficacy of lecture recording has been studied using conventional methods (e.g. questionnaires and interviews) on highly structured data, we employed social network and sentiment analysis techniques to examine individual messages posted on the Student Union’s Facebook page. We chose to employ social network and sentiment analysis because these methods are useful in examining semi-structured and unstructured social media data. Overall findings suggest students generally view lecture recordings as resources for supplementing live lectures rather than replacing them. Students stated that lecture recordings could facilitate the creation of an inclusive learning environment and inculcate a positive learning experience. Work presented in this article adds to the growing debate on the institutional deployment of lecture recordings and their impact on students’ engagement and learning. It also demonstrated how educational researchers could utilise social network and sentiment analysis to examine critical issues in education.

Distance Learning and Undergraduate Saudi Students’ Agency during the COVID-19 Pandemic

To investigate college students’ agency during the COVID-19 pandemic, a sample of translation students and instructors was surveyed. It was found that 55% of the participants were dissatisfied with distance learning (DL), online communication and had difficulty understanding online lectures. Findings also showed absence of goals, low self-efficacy, low student engagement and motivation, and a negative role. The most common concern was exams and passing courses with high grades. Instructors reported that many students were not interested in online learning, in doing assignments, refused to give oral presentations, did not participate in online class discussions, preferred lecture recordings, cheated on exams, overslept and started exams late. Recommendations for increasing translation students’ agency in DL are given.

Relationship between lecture capture usage and examination performance of undergraduate bioscience students

ABSTRACT Lecture capture recordings of audio together with video images of slides are widely used in higher education institutions. Lecture capture is highly valued by students. However, the effect of lecture capture usage on student learning is not well understood and is the subject of some controversy. The objective of this study was to investigate the relationship between lecture capture usage and examination performance of undergraduate students in order to test the hypothesis that students who use lecture capture recordings more extensively perform better in their end of module examinations. The hypothesis was tested using data from students enrolled on a range of second-year (stage 2) and third-year (stage 3) bioscience modules and fitted to linear mixed models considering potential confounding from gender, nationality and disability status. The results showed that there was no relationship between lecture capture usage and examination performance in this cohort of students. However, a recorded disability and non-UK nationality were both moderately predictive of poorer performance. These findings suggest that lecture capture has neither a positive nor a negative effect on academic performance. This raises a question over the value of providing lecture capture at higher education institutions.

Student Ethics in Learning Perspectives of Kiai Hajj Muhammad Zaini Sekumpul Martapura

Students are a component of the education system. It will not be called education if the student is not in it. To succeed in education (learning), many conditions must be considered; one of which is ethics or manners. In the context of Islamic education, ethics or manners for a student is very important. It is difficult for a student to succeed in education if he is not ethical or civilized. Even if he succeeded in education or in learning, then his knowledge was not a blessing or not useful for others or a cause of destruction for himself. This paper aims to describe the ethics of a student who is learning according to the perspective of a religious figure so that he is successful in his learning. This paper used documentary techniques. The data of this paper obtained from the recordings of lectures delivered by Kiai Haji Muhammad Zaini during his lifetime and juxtaposed with the book read by him. Student ethics according to Kiai Hajj Muhammad Zaini is that a student should always expect and ask his teacher to always pray for him, use the time for useful activities, repeat lessons at home and ask back to the teacher related lessons that are still vague for him, clean the intention when looking for knowledge that is only because of Allah SWT, revive religion, keep the Islamic shari'a in order to remain there, intend the knowledge gained will be practiced, always do good deeds and adorn themselves with praiseworthy qualities, get used to getting up at night to worship Allah and ask Allah in order to give him useful knowledge and other virtues, respect his teacher zahir (external) and bathin (inner), not make friends or be close with people who are not in good morals (immoral perpetrators and other deeds), do not use the knowledge they get to debate or pilgrimage, always trying to be close to Allah SWT, accustom to ablution before learning, always reading the Qur'an, always correcting the five senses of sin in order to quickly understand the science of religion.

PENGALAMAN BELAJAR MAHASISWA KEDOKTERAN DALAM PENGGUNAAN REKAMAN KULIAH SEBAGAI MEDIA PEMBELAJARAN

Background: Recorded lecture is a type of learning media which the lecturers record their voices when lecturing. This type of media is popular in many universities outside Indonesia. Faculty of Medicine Universitas Airlangga is developing electronic learning using recorded lecture in 2016. This study aimed to learn the experience of college student about the usage of recorded lecture, the impact to their learning style, and their hopes about the implementation of recorded lecture in Faculty of Medicine Universitas Airlangga. Method: This qualitative study applied content analysis design. The variable used are age, gender, intelligence quotient, learning style, learning equipment, experience when using learning media, and busyness in student affairs. Results: Eleven subjects are interviewed. The results are variably different between the subject. There are seven themes arise from the analysis results, for instance: 1) classical class alone was not enough, need another alternative; 2) the recorded lecture was similar with the one in internet; 3) used recorded lecture just for a few times; 4) recorded lecture was very beneficial; 5) the recorded lecture was too long; 6) college students are very busy outside the class; 7) a wish for the improvement og the recorded lectures, both quality and quality. Conclusion: The experience felt by medical education students on the use of recordings still varies. In general, students feel helped by the recording of lectures, on the other hand there are students who are not satisfied with the quality and quantity of lecture recordings provided by the campus. Massive and comprehensive improvements are needed in all aspects of providing lecture records, both in terms of teachers and in terms of technology support Keywords: recorded lecture, content analysis, qualitative research, medical student, electronic learning.

BSAVA Podcasts

The lecture recordings from BSAVA Congress provide thousands of hours of CPD opportunities. Head of Publishing, Ian Mellor, explains where to find the lectures and how to make the most of them.

Making a difference with lecture capture? Providing evidence for research-informed policy

We search beyond basic measures of lecture capture usage amongst students in UK Higher Education to explore how and why Business students access recorded lectures. Conducted against a background of high student demand for captured lectures and institutional evidence gathering, we support an informed approach to implementing the technology.Through module design this study controls for key factors highlighted in previous papers: 100% group work is used, removing the immediate assumptions of individual learning and diluting the “revision” effect relating to summative exams. We follow two cohorts (2015-16 and 2016-17) of a final year (level 6) business module on corporate failure. The design of the module promotes independent and collaborative learning supported by key knowledge-based inputs. Basic data from our LMS together with a self-reporting survey of students taken at the end of the study period is used.We conclude that there is some evidence to suggest that lecture capture does not alter individual learning and usage preferences and does not impact physical lecture attendance. We also suggest that there is an option demand effect of lecture capture as student expectations of supply are met without the actual demand being consummated.

Views of blind students and their academic work memorization

This manuscript aimed at establishing how students who are blind manage to remember what they are taught during the lecture hours at Kwame Nkrumah University. The objectives which guided this study aimed at determining how students who are blind remembered their academic work, establishing what helped students who are blind remembered their work and the consideration of what was most helpful to students who are blind in remembering their academic work. The researcher used semi-structured interview, document study and observation checklist to collect qualitative data from the sample of 3 (three) students. Through this study it was discovered on how learners who were blind remembered their academic work and this was through the use of internet, voice recorder, mobile phones and laptops with speech output, the use of group discussions and ordering of the work according to topics and subtopics. The study also revealed what helped the blind to remember their academic work and this was done through attending of lectures, recording of lectures, writing of notes, dictation by lecturers, practical examples given by lecturers during lecture hours, by being given summarized notes by lecturers, help from sighted students and the use of braille and use of their braille equipment. The study further found two most important things which helped learners who were blind remember academic skills, concepts and information being taught and these were done though hearing and listening attentively and it was aided by neural plasticity.