Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning

Abstract

This study sought to provide a better understanding of how lecture capture technology is used by students and how its use is related to student satisfaction, attendance, and academic performance. Using a mixed method design with both quantitative and qualitative methods to collect data, instruments included a student questionnaire, interviews and focus groups, lecture capture usage statistics, and grades. Results showed that 63% of students were satisfied with lecture capture and 75% of students indicated that it had facilitated their learning. Students primarily used the recordings to learn what they had missed while in class (79%) or because they were absent (72%). 70% of students reported having watched at least 50% of the recorded material (27% watched all the material), and only 8% of students did not view any recordings. Student satisfaction had a significant positive relationship with the number of lectures viewed. In regards to attendance, the self-reported data from students indicated that 61% of students did not miss classes (none or just one class). Students with the greatest number of missed classes viewed the recordings more frequently. As for student achievement, 68% of students indicated that lecture capture helped them to achieve better grades. Students with lower course marks accessed the recordings more frequently than those with higher marks. Instructor perceptions were that lecture capture predominately helped average to below average students achieve slightly better marks, but had less of an impact on the grades for particularly low and high achieving students. Cette étude avait pour but de fournir une meilleure compréhension de la manière dont la capture de cours en vidéo est utilisée par les étudiants et comment son utilisation est reliée à la satisfaction des étudiants, à leur assiduité et à leurs résultats académiques. Grâce à un concept de méthodes mixtes comprenant des méthodes quantitatives et qualitatives pour recueillir les données, les instruments incluaient un questionnaire à remplir par les étudiants, des entrevues et des groupes de discussion, des statistiques sur l’emploi de la capture de cours, ainsi que des notes. Les résultats ont indiqué que 63 % des étudiants étaient satisfaits de la capture de cours et 75 % d’entre eux ont pensé que cette méthode avait favorisé leur apprentissage. Les étudiants ont principalement utilisé les enregistrements pour apprendre ce qu’ils avaient manqué quand ils étaient en classe (79 %) ou parce qu’ils étaient absents (72 %). Soixante-dix pour cent des étudiants ont indiqué qu’ils avaient regardé au moins 50 % des enregistrements (27 % avaient regardé toutes les vidéos) et seulement 8 % des étudiants n’avaient regardé aucune vidéo. La satisfaction des étudiants a eu une incidence positive importante en fonction du nombre de vidéos visionnées. En ce qui concerne l’assiduité, les données auto-déclarées par les étudiants ont indiqué que 61 % des étudiants n’avaient pas manqué de classes (aucune absence ou seulement une absence). Les étudiants qui avaient le plus grand nombre d’absences avaient regardé les vidéos plus fréquemment. En ce qui concerne les résultats des étudiants, 68 % d’entre eux ont indiqué que la capture de cours les avait aidés à obtenir de meilleures notes. Les étudiants qui avaient obtenu les notes de cours les plus basses avaient regardé les vidéos plus fréquemment que ceux qui avaient obtenu des notes plus élevées. Les instructeurs ont déclaré que la capture de cours en vidéo avait surtout aidé les étudiants de niveau moyen ou inférieur à la moyenne à obtenir des notes un peu meilleures, mais qu’elle avait eu un effet moins important sur les notes des étudiants très peu performants ou sur celles des étudiants très performants.

Staff and student views of lecture capture: a qualitative study

“…Given how and when lecture capture is used, studies have investigated its relationship to academic performance. This research shows that whilst students believe lecture capture positively impacts on performance (Al-Nashash & Gunn, 2013;Groen et al, 2016) studies using actual grades give a mixed picture with some indicating a positive relationship (Bollmeier, Wenger, & Forinash, 2010;Francom, Ryan, & Kariuki, 2011;Griffin, Mitchell, & Thompson, 2009;Harrigan, 1995;McFarlin, 2008;McKinney, Dyck, & Luber, 2009;Vajoczki, Watt, Marquis, & Holshausen, 2010;Wiese & Newton, 2013;Yu, Wang, & Su, 2015) and others reporting little or no relationship between the capture and performance (Abt & Barry, 2007;Brotherton & Abowd, 2004;Edwards & Clinton, 2019;Hadgu, Huynh, & Gopalan, 2016). These mixed findings may arise from differences in the populations sampled because student characteristics are known to influence use of capture.…”

“…Several studies have shown that use of capture peaks during assessment and revision periods (Brady, Wong, & Newton, 2013;Gosper et al, 2010;Saunders & Hutt, 2015) and investigations into how lecture capture is used show that students use it to review complex material, revisit sections they missed in the live lecture (Gorissen, Van Bruggen, & Jochems, 2012;Gosper et al, 2010;Groen, Quigley, & Herry, 2016;Watt et al, 2014), make more detailed notes (Elliott & Neal, 2016;Gosper et al, 2010;Newton, Tucker, Dawson, & Currie, 2014;Saunders & Hutt, 2015;Watt et al, 2014) and take control over their learning, particularly through self-pacing (Al-Nashash & Gunn, 2013;Gosper et al, 2010;Newton et al, 2014;Watt et al, 2014). Perhaps unsurprisingly, the use of lecture capture appears most beneficial where the student has English as a second language or there is otherwise a difference in first language between the student and lecturer (Gosper et al, 2010;Groen et al, 2016;Revell, 2013;Saunders & Hutt, 2015).…”

A case study: Views on the practice of opting in and out of lecture capture

“…Research into lecture capture has consistently found that students have a positive perception of capture (Gosper et al 2008;O'Callaghan et al 2017;Pons et al 2012;Traphagan et al 2010). Studies show higher usage of captured lectures during assessment (Brady et al 2013) and revision periods (Gosper et al 2010;Saunders and Hutt 2015), with students using it to review complex material, pick up on sections they missed in the live lecture (Gorissen et al 2012;Gosper et al 2010;Groen et al 2016), make more detailed notes (Elliott and Neal 2016;Gosper et al 2010;Newton et al 2014) and take control of their learning, particularly through self-pacing (Al-Nashash and Gunn 2013;Gosper et al 2010;Newton et al 2014;Watt et al 2014). Other research indicates that students believe lecture capture improves their performance because they are able to review difficult sections and revisit the material as often as needed (Al-Nashash and Gunn 2013; Groen et al 2016).…”

“…Studies show higher usage of captured lectures during assessment (Brady et al 2013) and revision periods (Gosper et al 2010;Saunders and Hutt 2015), with students using it to review complex material, pick up on sections they missed in the live lecture (Gorissen et al 2012;Gosper et al 2010;Groen et al 2016), make more detailed notes (Elliott and Neal 2016;Gosper et al 2010;Newton et al 2014) and take control of their learning, particularly through self-pacing (Al-Nashash and Gunn 2013;Gosper et al 2010;Newton et al 2014;Watt et al 2014). Other research indicates that students believe lecture capture improves their performance because they are able to review difficult sections and revisit the material as often as needed (Al-Nashash and Gunn 2013; Groen et al 2016). However, studies using actual grades show a mixed picture, with some indicating a positive relationship between lecture capture availability/use and actual grades (Bollmeier et al 2010;Francom et al 2011; Wiese and Newton 2013;Yu et al 2015) and others reporting little or no relationship between the two (Abt and Barry 2007;Brotherton and Abowd 2004;Edwards and Clinton 2018;Hadgu et al 2016).…”

Lecture Capture in Online Learning: A Community of Inquiry Perspective

“…The majority of universities in the UK and beyond have extended their capacity for lecture capture in recent years, and lecturers are encouraged (and in some institutions, obliged) to make use of the technology (Newland, 2017). The benefits cited include: convenience and flexibility for students; the ability to provide additional and archived resources; the ability to allow students with different learning styles to learn at 5 their own pace; enhancing engagement in lectures by providing students security that they can listen rather than take detailed notes; help students revise for exams and prepare for coursework; allow active learning in seminars by enabling students to revise lectures before a seminar meeting; and, allow students who miss classes to catch up (Davis, Connolly, & Linfield, 2009;Groen et al, 2016;Traphagan et al, 2009). Students increasingly expect to be able to use online learning to supplement or even replace lecture attendance, despite the questionable pedagogic rational (Holbrook & Dupont, 2009).…”