Lecture capture – student perceptions and

unexpected benefits

Dr Louise Robson

Department of Biomedical Science

University of Sheffield

Academic perceptions & misconceptions

If I record my lectures students will not turn up! Students do less well in assessments!

What does the research say? No or minor correlation between LC and attendance issues. Dupont & Holbrook 2009, reviewed by Pursel & Fang, 2012

Mixed on assessment. Phillips et al 2011, Leadbeater et al 2013

BUT the attendance and assessment issues continue to be highlighted as a major concern.

BMS311 The Kidney in Health and Disease

• Semester 2B module for final year BSc students • Established for several years • Receives good feedback from the students BUT covers some challenging and difficult concepts Aim for 2014/15 1. Utilise lecture capture to enhance the learning

experience of the students 2. Review this to provide evidence for a more global

roll out within BMS at all levels

BMS311 student survey

• Ran for 4 weeks starting in week 3 and into exam period

• Published on Google+ community • Anonymous basis • Specific questions and a free text box

BMS311 module statistics

Attendance was 81 ± 3% (n= 4 lectures)

2015/16 BMS303 70/139 50% BMS235 97/212 46%

What approaches do they prefer?

65%

19%

5%

5%

3%

3%

“I attended all my

lectures but it gave

me security to

listen rather than

write - it also

helped me make

more succinct

notes”.

Did students find lecture capture useful?

81%

19%

“Lecture capture is the best invention since sliced

bread! I can't possibly explain how useful it has

been to my learning - no longer do I go away from

a lecture panicking that I didn't understand

something, knowing it will take me hours of

searching online/through textbooks and articles to

grasp the concepts. Instead, with lecture capture,

I simply listen back to what Louise has said and

any doubt is replaced”.

How did they use lecture capture ?

89%

78%

62%

68%

24%

30%

Post Xmas exam revision

How did lecture capture help?

62%

5%

95%

“As a student with learning difficulties, I

found the lecture capture videos more

useful than simply using a dictaphone

because they had the visual aspect as

well, and it's good revision material,

especially for auditory learners”.

Did it improve understanding?

Not obviously looking at the mean module grade….. BUT

*

Did I benefit?

Lecture hot spots

Summary

• These data support the idea that lecture capture enhances the student experience

• There are unexpected benefits for both students & staff

Lecture capture has now been rolled out across BMS @ Sheffield at all levels!

Summary “Lecture capture was really helpful and

allowed me to focus more on the live

lectures rather than rushing to write

everything down, as I knew I could use

lecture capture to go back over the details

later. I feel this led to me gaining a more

complete understanding of lecture content.

I also think the lecture captures will be very

useful when I revise this module”.

“I suffer from autoimmune

inflammatory arthritis and had a

serious flare and missed some

lectures. In the past I've suffered from

anxiety over missed lectures or forced

myself to walk to lectures making my

condition worse. Having lecture

capture meant I could stay at home

and recover properly without missing

out on information and it's been a

major relief”.

Lecture Capture has also been useful

in helping make the most of my time.

During the module I spent 5 hours in

hospital with a friend. Whilst they

were having tests done, instead of

passing the time by reading

magazines or playing on my phone, I

watched Lecture Captures on my

iPad!

Lecture capture is the way forward! It

allowed me to attend lectures and focus

fully on what Louise was saying, without

stressing about taking notes all the time.

It's great to know that I can go back to any

part of a lecture, so that when a new

concept is introduced, I can go over it in

my own time.