Evaluating the use and impact of lecture recording in undergraduates: Evidence for distinct approaches by different groups of students

Leadbeater, Wendy; Shuttleworth, Tom; Couperthwaite, John; Nightingale, Karl P.

doi:10.1016/j.compedu.2012.09.011

Cited by 123 publications

(172 citation statements)

References 13 publications

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“…McKenzie (2008), who studied the effectiveness of lecture-recording as a learning tool, showed that, when compared to attending face-to-face lectures, listening to lecture-recordings was at least as effective in meeting students' learning objectives as rated by students themselves. Some studies specifically looked at how lecture-recording technologies support students from non-English-language backgrounds (Leadbeater et al, 2013;Pearce & Scutter, 2010), and it was suggested that this group of students, as well as those with various disabilities (such as fatigue disorder or dyslexia), can benefit greatly from the lecturerecording opportunities (Claret, 2016).…”

Section: Lecture-recording: Benefits and Challengesmentioning

confidence: 99%

“…As such, studies that specifically compare one method of delivery over another for benefits and drawbacks are needed. Whilst there are institutional and cross-institutional case studies of the use of lecture-recording systems (Friedland, Knipping, Schulte, & Tapia, 2004;Larkin, 2010;Phillips et al, 2007) as well as discipline-and cohort-specific studies (Johnston, Massa, & Burne, 2013;Leadbeater, Shuttleworth, Couperthwaite, & Nightingale, 2013;SpaethHilbert, Seufert, & Wesner, 2013;Yeung, Raju, & Sharma, 2016a), this paper addresses current knowledge gaps by presenting evidence of disciplinary differences amongst lecturers in their views about the use of lecture-recordings, and expanding on comparisons between student-lecturer experiences following the introduction of Echo360 as an opt-out system.…”

Section: Introductionmentioning

confidence: 99%

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Lecture-recording technology in higher education: Exploring lecturer and student views across the disciplines

Dona¹,

Gregory

Pechenkina

2016

AJET

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This paper presents findings of an institutional case study investigating how students and lecturers experienced a new opt-out, fully integrated lecture-recording system which enabled audio and presentation screen capture. The study's focus is on how 'traditional' students (generally characterised as young, enrolled full-time and attending classes on campus) engaged with lecture-recording and how lecturers' experiences with, and attitudes towards, lecture-recording differed depending on their discipline. Students were generally positive about the affordances of the lecture-recording system, whilst lecturers remained undecided on its value. Discipline-based differences in lecturer engagement with the system were noted between lecturers teaching engineering and sciences subjects and those teaching business and social sciences, the latter being more positive towards the system. The paper raises questions about the efficacy of a one-size-fits-all lecture-recording system given differences in disciplinary activities, lecturer styles and approaches to teaching.

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Section: Lecture-recording: Benefits and Challengesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Lecture-recording technology in higher education: Exploring lecturer and student views across the disciplines

Dona¹,

Gregory

Pechenkina

2016

AJET

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“…With virtual lectures come the loss of a rich learning environment-an environment where instructor clarification and student-to-student engagement flourishes. This illustrates that the LL experience and interactive classroom community can prove more valuable than the actual information presented in class (Leadbeater, Shuttleworth, Couperthwaite, & Nightingale, 2013). …”

Section: Consent Formsmentioning

confidence: 94%

“…The ability to pause and replay the videos may aid in memorization of new information whereas in LL, students rely on their ability to take adequate notes. In fact, a student survey conducted by another study showed that students in LL reported that they spent more time on taking notes at the lecturer's pace rather than at their own (Leadbeater, Shuttleworth, Couperthwaite, & Nightingale, 2013). Furthermore, viewing PRLs can increase MQ accuracy by providing auditory and visual cues on emphasized points that students may have missed if they were to learn the material live.…”

Section: Study Dmentioning

confidence: 99%

The Use of Pre-recorded Lectures on Student Performance in Physiology

Hadgu¹,

Huynh²,

Gopalan

2016

JCT

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There has been an increase in reliance on pre-recorded lectures (PRL) as a source of learning in place of live-lectures (LL) in higher education today but whether PRL can effectively replace LL remains unknown. We tested how students performed in the exam questions when PRL replaced LL. While PRL+ group included those students who watched the video lectures, PRL-group was composed of students who either did not utilize these videos or accessed only briefly. Additional analysis involved the separation of exam questions, from both LL and PRL, into memory questions (MQ; basic factual details) and comprehension questions (CQ; requiring processing of the given information) and their comparisons. We did not find any significant difference in student performance between the LL and PRL groups as well as between LLMQ and PRL+MQ groups. However, students in the LL group performed significantly better on CQ compared to the PRL+ group (P<0.05). Furthermore, analysis of student performance between MQ and CQ among the PRL+ and PRL-groups revealed that both groups performed significantly higher on MQ compared to CQ (p<0.01 between PRL+MQ and PRL+CQ and p<0.05 between PRL-MQ and PRL-CQ). These results suggest that LL helps students perform better on CQ, where it requires processing of given information compared to that of PRL. The effectiveness of PRL, at least from this study, is limited to mastering basic factual details but not suitable for complex conceptual processing and therefore may not fully be able to replace LL.

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“…Recent published literature shows that lecture recordings do not consistently result in better student learning [1][2][3][4]. However, it is evident that some students benefit from the availability of lecture recordings.…”

Section: Lecture Recordingsmentioning

confidence: 99%

The use of digital technology in the class and laboratory

Harrison

2013

Anal Bioanal Chem

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Evaluating the use and impact of lecture recording in undergraduates: Evidence for distinct approaches by different groups of students

Cited by 123 publications

References 13 publications

Lecture-recording technology in higher education: Exploring lecturer and student views across the disciplines

Lecture-recording technology in higher education: Exploring lecturer and student views across the disciplines

The Use of Pre-recorded Lectures on Student Performance in Physiology

The use of digital technology in the class and laboratory

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