Lecture Capture – is more always better?

Karen Noble BVM&S PhD PGCertHE FHEA MRCVSAlison Reid BVMS PGCertHE FHEA MRCVSDenis Duret BEng, MSc, PGCertHE FHEA

Background – internal Drive from Guild of Students Availability and usage increased exponentially

in last 2 academic years at UoL Formal and informal student feedback

overwhelmingly in favour of increased provision Staff response/attitude variable

Attendance Engagement Workload Learning skills Stage fright??

Background - external Attendance – the jury’s out

No effect - Bollmeier et al, 2010 Negative correlation - Hollbrook & Dupont, 2011

Study strategies may improve with RL Ford et al 2012; Pearce & Scutter, 2010

Academic performance – contradictory findings No change - Leadbeater et al 2012; Ford et al, 2012; Bacro et al

2010 Positive correlation - Wiese & Newton, 2013

Usage reflects academic ability Leadbeater et al, 2012

Engagement Williams et al 2012; Pearce & Scutter, 2010; Owston et al 2011

This project

Workload/wellbeing How does the provision of RL affect perceived

workload for our students? What is the effect of RL on student wellbeing?

Learning skills How does the provision of RL affect

the development of crucial life-long learning skills?

Targetted towards our cohorthigh achieving, highly motivated, high stress

Methodology Focus on first and second year students ( 165 per

cohort)

Semi-structured interviews

Focus groups

Questionnaire

Questionnaire – response rate (222) 68%methodology

Likert scale Do you?

1.Disagree strongly 2.Disagree 3.Agree 4. Agree strongly

Excessive workload is a cause of stress

0 20 40 60 80 100 120

1

2

4

3

Data analysis

Thematic analysis of interview and focus group transcripts and free text questionnaire comments

Dichotomous grouping of Likert-type questions

Interview themes - wellbeing

Positive Negative Using RL increases

workload Increasing resource

provision causes increased pressure

Using RL reduces time spent on social learning

Students feel more stressed without RL

Using RL saves time Catering for students

with ALN

Focus group themes - wellbeing

Positive Negative Increased workload Increased resources =

pressure Reduced social learning

ALN support Safety net Reduced stress Support for illness Flexible learning styles

* New theme

I think lecture capture takes longer than a lecture, it sort of makes your workload worse

If I’m like in a lecture and I know it’s not going to be recorded then I’ll be like sort of panicking

It would really stress me out if they took lecture capture away – that’s all I know.

If they turn up and go “oh it’s not working today” you’re like “oh my god!” which is unnecessary stress

It’s like a little security blanket

Using my time more productively by going to lecture capture rather than another resource helps me reduce my stress

Interview themes – learning skills

Positive Doesn’t replace

attendance Increased engagement

in class if RL provided Iterative use Use to target additional

study

Negative Engagement increases

in class if no RL Might learn better if no

RL Students limit their

study to content within RL

RL replaces other study methods

Spoon-feeding

Focus group themes – learning skills

Positive Guiding independent

study Reiteration Increased engagement Active learning Peer learning Prioritising Layered learning Contextualising

Negative Less focused Limiting scope Passive Spoonfeeding Unrealistic Repetition

Reduced engagement in class affecting peers

I might learn things better if there weren’t recorded lectures, because I’d have to find things out

Recorded lectures make the learning experience better – they extend and develop it

While you’re listening back over the lecture they’ll say things that weren’t in the notes from their own experiences so you can link things

A lot of people go with the attitude “Oh that’s stream-captured, I won’t go”

I like to use it as an active learning tool,… you can use it as a test

It can be positive and negative. Sometimes it’s best just listening to the lecturer as opposed to frantically writing notes….but it can be bad because you can get complacent

It makes me scared a bit like us getting into a bad routine and being like, “oh I don’t have to go to that” or “I can just pause that person”

The worst thing is when people are actually in the lecture, they know it’s going to be on there and they don’t concentrate …..they’re just scrolling through Facebook.

Questionnaire - numbers222 STUDENTS RESPONDED = 68% RESPONSE WE WILL COMPARE 1ST AND 2ND YEARS AT A LATER DATE

Stress

0 10 20 30 40 50 60 70 80 90 100

12

25

89

91Strongly agree

Agree

Disagree

Strongly disagree

Having recorded lectures provided makes me feel more relaxed about lectures

WorkloadHaving lots of resources for

each class increases the pressure I feel to work long

hours

0 20 40 60 80 100 120

20%

50%

21%

9%

Recorded lectures reduce my workload

Strongly agree

Agree

Disagree

Strongly disagree

0 10 20 30 40 50 60 70 80 90 100

37%

42%

4%

17%

EngagementI am able to engage more in lectures if I know they are being

recorded

0 10 20 30 40 50 60 70 80 90

16%

36%

29%

19%

I pay more attention in lectures if I know they are not being recorded

Strongly agree

Agree

Disagree

Strongly disagree

0 10 20 30 40 50 60 70 80 90

36%

34%

24%

6%

If a learning outcome isn’t in the recorded lecture I ignore it

Strongly agree

Agree

Disagree

Strongly disagree

0 20 40 60 80 100 120

29%

46%

17%

8% We don’t want to waste brain capacity on the stuff we don’t need

Limiting scope

StressI feel less stressed when I know

lectures are being recorded

0 10 20 30 40 50 60 70 80

18%

32%

34%

16%

Having recorded lectures provided makes me feel

more relaxed about lectures

Strongly agree

Agree

Disagree

Strongly disagree

0 10 20 30 40 50 60 70 80 90 100

5%

12%

41%

42%

SUMMARYQuestionnaire - themes

Wellbeing RLs reduce

stress/pressure RLs save time Flexible learning RLs support varied

learning approaches & needs

Safety net Increased workload

Learning skills Less engaged without RLs Reiteration & consolidation Guided/targeted learning More engaged without RLs! Limited scope

Independence

Summary

Positive impact on a significant proportion of the cohort Stress Ease of access

Some negative effects which need to be countered Time management Narrowing focus

We got a lot more from this than we expected!

What does this mean for us as teachers?

Study skills support in dedicated student support stream

Consistency is key Consider methods to address the negatives

Short videos a la YouTube Set specific LOs and tasks to ensure development

of learning skills bypassed by RLs Dealing with disruption..?

Further outcomes

Investigate usage and compare with achievement and academic background Link questionnaire responses to student record

Effect on attendance

Questions?

I would find learning more difficult without this resource

You are reassured to know you can work at your own pace

Good idea; I just don’t have enough time!

Sometimes what prompts a memory is how the tutor explained it

Students can engage more without fear of missing something

Recorded lectures increase my amount of time spent working

[If there were no RLs] I try to understand the topic there and then

[If there were no RLs] I definitely attend

[Without RLs] I will have to look in textbooks more which could lead to learning irrelevant information

[RLs are for] clarifying specific details, not going over the whole lecture again

Too many resources can be intimidating

References Bacro, T., Gebregziabher, M., Fitzharris, T. (2010) Evaluation of a Lecture Recording System in a

Medical Curriculum. Anatomical Sciences Education, 3, 300-308 Bollmeier, S., Wenger, P., Forinash, A. (2010) Impact of Online Lecture-capture on Student Outcomes

in a Therapeutics course. American Journal of Pharmaceutical Education, 74(7) Article 127 Ford, M., Burns, C., Mitch, N., Gomez, M. (2012) The effectiveness of classroom capture technology.

Active Learning in Higher Education, 13(3), 191-201 Johnston, A., Massa, H., Burne, T. (2012) Digital lecture recording: A cautionary tale. Nurse Education

in Practice, 13, 40-47 Hollbrook, J., Dupont, C. (2011) Making the decision to provide enhanced podcasts to post-secondary

science students. Journal of Science Education and Technology 20(3), 233-245 Larkin, H. (2010) “But they won’t come to lectures…” The impact of audio-recorded lectures on

student experience and attendance. Australasian Journal of Educational Technology, 26(2), 238-249 Leadbeater, W., Shuttleworth, T., Couperthwaite, J., Nightingale, K., (2012) Evaluating the use and

impact of lecture recording in undergraduates: Evidence for distinct approaches by different groups of students. Computers & Education, 61, 185-192

Owston, R., Lupshenyuk, D., Wideman, H. (2011) Lecture Capture in large undergraduate classes: Student perceptions and academic performance. Internet and Higher Education, 14, 262-268

Pearce, K., Scutter, S. (2010). Podcasting of health sciences lectures: benefits for students from a non-English speaking background. Australasian Journal of Educational Technology, 26, 1028-1041

Wiese, C., Newton, G. (2013). Use of Lecture Capture in Undergraduate Biological Science Education. The Canadian Journal for the Scholarship of Teaching and Learning, 4(2) Article 4.

Williams, A., Birch, E., Hancock, P. (2012) The impact of online lecture recordings on student performance. Australasian Journal of Educational Technology, 28(2), 199-213