Impact of Lecture Capture on Staff’s Teaching Practice

Dr Paul Joseph-RichardDaran PriceDr Godwin OkaforDr Timos Almpanis

What is the research problem?

Problem: We know a lot about Lecture Capture’s impact on student outcomes, but relatively less on its impact on staff’s teaching practice.

Challenge: How to define Impact & Teaching practice?

Strategy: ◦ Impact defined more broadly.

◦ Teaching Practice is understood as defined in UKPSF

Teaching Practice as crystallised in the UK Professional

Standards Framework

1. Design and plan learning activities2. Teach and/or support learning3. Assess and give feedback to learners4. Develop effective learning

environments and approaches to student support and guidance

5. Engage in CPD, incorporating research, evaluation of professional practices

Core Knowledge

Professional Values

What did we do?

An Explanatory Sequential Design (A Survey, followed by Interviews)

Sample: Total population 121 staff.◦ An Online Survey: 46 responses (38%)

◦ Semi-structured Interviews: 10 purposively sampled staff, representing all the schools.

Data Analysis: Quantitative and Qualitative data analysed sequentially

What did we learn?◦ Dr Godwin Okafor

◦ Dr Timos Almpanis

Survey Respondents

Interviews

LC on Design and Plan learning Activities

• We used 7 questions to capture anunderstanding of DPL

• Most of the lecturers (58%)disagreed/strongly disagreed that LChas impacted on their DPL. Incomparison, 31% and 11%agreed/strongly agreed anduncertain respectively

• On the granularity, 74%, 60%, 55%of the lecturers believe that LC doeson impact on the ways they: selecttheir learning objectives, plan theirlectures, and select their learningactivities respectively

• Nevertheless, 46% of the lecturersbelieve that LC has helped facilitatetheir use of additional learningresources

LC on Support Learning and Assessment

• We used 13 and 3 questions to capturean understanding of SL and AFrespectively

• More of the lecturers (44%)agreed/strongly agreed that LC hasimpacted on their SL. In comparison,37% and 20% disagreed/stronglydisagreed and uncertain respectively

• With respect to AF, 56% believed that LChad impacted on their AF while 19% didnot. 25% were uncertain

• The stand-out statistics is that 80% and71% respectively believed that LC hasimproved their ability to accommodatethe diverse classroom needs andinternalisation. On the other hand, 80%disagreed that LC has reduced their useof humour.

LC on Develop Effective Learning Environment

• We used 9 questions to capturean understanding of SL and DEL

• Slightly, more of the lecturers(42%) do not believe that LC hasimpacted on their DEL. Incomparison, 36% believed it hasand 23% were uncertain

• The finer details showed thatconsiderably more lecturersbelieved that LC helped toenhance the ways they designtheir visual learning aids. 54%also believed that LC has beenbeneficial to the ways theyprovide support for students.

• In contrast, 71% disagreed thatLC has impacted the ways theymanage their classroom layout.

The area of the UKPSF where LC appears to have the biggestimpact was reported to be Area 5 which is ‘Engage in CPD insubjects/disciplines and their pedagogy, incorporatingresearch, scholarship and the evaluation of professionalpractices’.

On average, approximately 2/3 of the respondents eitheragreed or strongly agreed that LC had indeed impacted ontheir CPD, the incorporation of research in their teaching andthe evaluation of their own teaching practice.

Impact of LC on CPD and the evaluation of professional practice

Impact of LC on CPD and the evaluation of professional practice

• Eighty per cent (80%) of lecturers either agreed orstrongly agreed that the use of LC contributed totheir own CPD and evaluate their own practice.

• 85% of lecturers stated that LC has aided them inreflecting on their teaching practice while 69% ofthem recognised LC’s potential to get feedbackfrom peers when this is done in a collegiate way.

• 58% of the respondents stated that LC had helpedthem to make their teaching more research-informed.

Impact of LC on Core Knowledge

6%

4%

2%

22%

20%

9%

9%

50%

42%

60%

64%

67%

24%

22%

25%

9%

9%

13%

54%

20%

29%

7%

5%

9%

Strongly Agree/Agree

The use of LC has contributed to enhancing

my knowledge in my subject material

The use of LC has made me more aware

of appropriate methods of teaching my subject

The use of LC has made me more aware

of the ways students learn

LC has enabled me to learn about the use

of an appropriate learning technology

LC has enabled me to learn about

the value of appropriate learning technology

LC has enabled me to be more aware

of the quality of my own teaching

5%

5%

2%

5%

2%

9%

42%

52%

28%

62%

30%

39%

29%

20%

39%

20%

33%

37%

20%

18%

26%

9%

33%

15%

Impact of LC on

Professional Values

Strongly Agree/Agree

The use of LC has helped me

respect individual learners more

The use of LC has helped me respect

diverse learning communities

The use of LC has helped me promote

student participation in lectures

The use of LC has has helped me promote

equality of opportunity for learners in my lectures

The use of LC has increased my awareness

of the wider higher education context in which I operate

The use of LC has increased my awareness

of the possible implications of my professional practice

What is our contribution?• Strong evidence of impact on four areas of

teaching activity 1. delivery of lectures and supporting learning;2. assessment and feedback related activities; 3. developing effective learning environment and their approach to

student support and guidance;4. engaging in their CPD and their approach to incorporation of

research and evaluation of their practice

• as well as their core knowledge and commitment to professional values.

• Relatively less impact on the area of designing and planning learning sessions.

• Conclusion: The use of LC has impacted academics’ core knowledge, their commitment to professional values and four areas of activities enshrined in the UKPSF.

• Contribution: A new set of evidence to build a convincing case for implementation, promotion, and sustained use of LC as tool to enhance teaching practice.