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

Abstract

Lecture 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 nonhuman within actor-networks.

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

“…Nordmann et al (2018) call for a shift away from arguments regarding the limitations and merits of lecture capture to 'a more nuanced discussion about how best to use the technology in a way that is pedagogically effective for students and fair for academic staff' (ibid, p. 21). Criticality debating positions is of course part and parcel of academia, but educators should also recognise the complexity of teaching and learning within our digital age (Morris, Swinnerton, and Coop 2019;Luke 2020). This article has attempted to advance efforts in this area by highlighting the significant activity of viewing lecture recordings within a peer-group, something largely unreported previously.…”

“…Much lecture capture literature can be criticised for oversimplifying the nuances and complexities surrounding learning and teaching within higher education (Luke 2020). Lecture capture practices offer a lens to re-explore the nature of teaching and learning within higher education, particularly the use of didactic delivery during lectures, and the educational relationships between the lecturer and their students ( Morris, Swinnerton, and Coop 2019).…”

“…Insights are often further limited to the individual practices of students, which does not consider the impact of lecture capture on the learning community and on how students interact. Such positivist research can be viewed as oversimplifying the complex workings of lecture capture and the effects on learners (Luke 2020). As an initiative purportedly driven by student demand and expectation, there is surprisingly little evidence in the published lecture capture literature regarding the active role students can play in shaping their educational experiences (Morris, Swinnerton, and Coop 2019).…”

Yükseköğreti̇mde Ders Yakalama Si̇stemi̇ni̇n Kullaniminin Öğrenci̇ Açisindan İncelenmesi̇

“…Alanyazındaki araştırmalar incelendiğinde, öğrencilerin ve öğretim elemanlarının DYS'ye ilişkin görüşleri ve kullanım biçimleri ile ilgili çok sayıda araştırma yapıldığı görülmektedir (Al Nashash ve Gunn, 2013; Danielson, Preast, Bender ve Hassall, 2014;Dommett, Gardner, van Tilburg, 2019;Dona, Gregory ve Pechenkina, 2017;Elliott ve Neal, 2016;Evans ve Luke, 2020;Hall ve Ivaldi, 2017). Öğrencilerin DYS'ye ilişkin algılarını benimseme ve kabul modelleri açısından inceleyen çalışmaların yanı sıra (Farooq vd., 2017;Khee vd., 2014), öğrencilerin ders kayıtlarını kullanım biçimlerini öğrenme analitikleri (Brooks vd., 2014) ya da etnografik çalışmalar (Luke, 2020) ile analiz eden çalışmalar bulunmaktadır. Öte yandan son yıllarda, DYS'nin öğrencinin performansı, devamsızlığına olan etkilerini araştıran deneysel desenler ile yürütülen çalışmalara doğru bir eğilim olduğu görülmektedir (Dommeyer, 2017;Edwards ve Clinton, 2019).…”

“…Çalışmada, öğrencilerin DYS'yi en çok sınavdan önce konuları gözden geçirmek, derste kaçırdığı ya da derse gelemediği durumlarda öğrenme eksikliklerini kapatmak için kullandıklarını belirtmişlerdir. Bu bulgular alanyazında DYS'nin yükseköğretimde kullanımına ilişkin yapılan çalışmalar ile benzerlik göstermektedir(Evans ve Luke, 2020;Luke, 2020;Dona, Gregory ve Pechenkina, 2017;Danielson, Preast, Bender ve Hassall, 2014). Evans ve Luke (2020) tarafından yapılan çalışmada da, öğrencilerin kayıtları dersleri tekrar etmek, canlı derslere ek olarak not almaya yardımcı olmak, ödev görevlerini desteklemek ve gelecekteki öğretim etkinlikleri için hazırlık yapmak amacıyla kullandıkları görülmektedir.…”