Students’ opinions on lecture capture

Students’ opinions on lecture capture

[email protected]@leonie_learning

@leonie_learning

Contents

1. Background: project scope, aims, previous studies & data sources.

2. Value of lecture capture: usefulness during term time vs revision, impact on exams, likely influence on module/university choice

3. Reasons for use: completing notes/consolidation, revision /repetition, back up

4.Problems with lecture capture: uploading delays, restricted visuals

5. Why live lectures preferred: recordings just for revision, better concentration & understanding, richer visuals, routine needed, social interaction

6.Why recordings preferred: incl. overflow vs main lecture

7. Perceptions of recordings: quality, Echoplayer vs mp4s, lecture delivery, inclusion of students’ questions

8.Perceptions of lecturer opt-out: sympathetic vs frustrated; misconceptions?

@leonie_learning

Background

@leonie_learning

Project scope

•Research undertaken as part of King’s College London,

Technology -Enhanced Learning funded project

•Focused on recordings of lectures for 1281 students:o 425 1st year Biomedical Science students o 469 1st year Medicine students (MBBS 1)o 387 2nd year Medicine students (MBBS 2)

@leonie_learning

Project aims

•To understand how Year 1 & 2 medical students and

Year 1 biomedical science students are using recorded

lectures to support their studying and revision.

•To understand how lecture capture affects lecturers’

teaching practice and experience

@leonie_learning

Previous studies

Many based on student surveys, some complemented with interviews or focus groups

Particularly recommended:

•Panther, Wright & Mosse (2012): study of health science students’ experiences, based on 61 survey responses and 17 focus group attendees from Monash University.

•Phillips et al. (2011) interviewed 6 students with different patterns of lecture capture use during a sociology of education module.

•Gosper et al. (2008): 815 students surveyed & 14 interviewed across four Australian universities. Includes case studies on the experiences of 31 multimedia & 199 accounting students.

@leonie_learning

Data sources (2012-13)

1 week pop up survey

Nov Dec Jan Feb Mar Apr May

Lecturer self-report

mini poll

focus groups

survey

Student logs (medicine)

Student self-report

survey 1

focus groups

survey 2

@leonie_learning

How much do

students value lecture capture?

@leonie_learning

81% of students found

recorded lectures useful

* Based on 272 responses in February survey & 151 responses in June survey

@leonie_learning

Perceived usefulness during term-time vs revision

Not at all A little bit / slightly

Somewhat / moderately

Very0%

10%

20%

30%

40%

50%

60%

70%

Term-time (Feb) n=272 Revision (June) n=251

@leonie_learning

Similar to previous studies: high student approval, even though fewer students use recordings extensively• Recordings found useful by 95% of 1140 students (Soong et al. 2006);

95% of 614 students (Bramble & Singh 2011); 74% of 128 medical students (Bacro et al. 2010) & 73% of 136 geology students (Traphagan, Kucsera & Kishi 2010)

• Positive experiences of using recordings reported by 76% of 815 students (Gosper et al. 2008)

• Recordings wanted on more courses by 84% of 1556 students who use lecture capture (Echo360 2011)

NB approval rates may be inflated by under-representation of students who don’t use recordings in surveys respondents• Taplin, Low & Brown (2011) found 211 accounting students much more

neutral, with only 43% agreeing that recordings made their learning experience more positive.

@leonie_learning

81% of students believed they were

likely to do better in examsbecause of access to recorded lectures

* Based on 307 responses in February survey

@leonie_learning

Comparison to previous studies: many students believe they will perform better in exams because of recordings

• Gosper et al. (2008) surveyed 813 students across 4 universities: 67% believed recordings helped them achieve better results 80% believed recordings made it easier to learn

• vs Taplin et al.(2011) surveyed 209 accounting students: 38% believed recordings helped them achieve better results 47% believed recordings made it easier to learn

However, there is very mixed evidence on how use of lecture recordings affects students’ exam performance – so this may be a misconception

@leonie_learning

Potential impact on decisions

Not at all Nice to have Important0%

10%

20%

30%

40%

50%

60%

Module choice

University choice

* Based on 306 responses in February survey

Would your choice of

(a) module (b) university be affected by whether lectures are

recorded?

@leonie_learning

Comparison to previous study: how much students value recordings

Taplin et al.(2011) asked 206 students how much they would be willing to pay per semester to access recorded lectures – as a measure of how much they value them

• 71% would not pay for access

• The mean amount was $14.75 (AUSD, May 2009), SD = $33.20, i.e. large variation

@leonie_learning

What aspects of lecture capture

do students like?

@leonie_learning

Benefits of lecture capture

• To complete notes

• To review a difficult topic

• Re-watching at own pace

• Back up if absent

Please explain what you like about having recorded lectures*

* 259 respondents(25% of MBBS 1 & 2 & Yr 1 Biomedical Sciences, Feb 2013)

@leonie_learning

Completing notes / consolidation

“…the opportunity to go back to a lecture and listen

again when I didn't understand the lecturer because

he/she was either speaking fast, unclear or the

topic was complicated.

“Sometimes trying to keep up with note-taking means that I miss what the lecturer says

next. So, I make a note to go back to the recording and

am able to focus on what the lecturer is saying at that moment."

used few

moderate / regular user

@leonie_learning

“I find that I switch off during the lectures half way

through. If I feel like I'm not learning anything during a

recording I can pause it and come back to it later. I can

also spend more time writing down annotations and

rewind and re-listen if I don't understand a

particular section.” Heavy user

“You can skip the bits that you understand

the first time and concentrate on the hard bits.”

Light/occasional user

“My notes are clearer and easier to learn from when I listen over lectures in my own time

because I can stop and start and take as much time as I need .”

Heavy user

@leonie_learning

Revision vs Repetition

“They're great for a quick look-over, to refresh your memory on a topic”

“It is excellent to be able to re-listen to

exactly what was said and focus properly, as many times as you like.”



@leonie_learning

Back up if absent

“If I miss a lecture they're the next best

thing. I would always much rather be

there.”

“I like the feeling of safety as you have

them for cross-reference and back-up of all

that was said in the lecture theatre.”

light/occasional user


@leonie_learning

"These are the best resource provided by the

college, making the course completely accessible at any time and in any place.

[…] In my case I have been ill for a large part of this

year and would have found it very difficult to

remain in the course without access to the

recorded lectures." heavy user

@leonie_learning

Similar to previous studies: very similar student comments obtained

• Bramble & Singh (2011) survey responses from nearly 500 students at Queen Mary University, London

• Panther, Wright & Mosse (2012): survey responses from 61 health science students and discussion with 17 focus group attendees at Monash University.

• Scutter et al. (2010): survey responses from 61 students using audio podcasts for a medical radiation module at the University of South Australia

@leonie_learning

What aspects of lecture capture do

students dislike?

@leonie_learning

Drawbacks of lecture capture

• Restricted visuals

• Time taken until available

Please explain what you dislike about having recorded lectures*

* 259 respondents(25% of MBBS 1 & 2 & Yr 1 Biomedical Sciences, Feb 2013)

@leonie_learning

Uploading delays

“Unless you want to be behind all the time, its best to go to the lecture.”

“I'd like to go through something on the same day while it's still fresh in my mind.”

moderate/regular user


@leonie_learning

When recordings are wanted

•Only 10% expect recordings on the same day

•42% might use them within one week

Providing recordings within a couple of days should keep 90% of students happy

@leonie_learning

Why do students

prefer live lectures?

@leonie_learning

94% survey respondents would still go to lectures if all recorded

* Based on 308 responses, Feb 2013

@leonie_learning

Students prefer live lectures

1. Live is more engaging so easier to concentrate.

2. Too many distractions on the computer / at home

3. You can't see as much in a recording – even with Echoplayer

4. Discipline of a set routine – and it can take longer to watch a recording if you're pausing and repeating.

5. Social interaction – both to see friends and be able to ask the lecturer questions immediately

@leonie_learning

Recordings just for revision

“The lecture recordings are good for

revision, but not a substitute.”

“I find the recordings most helpful after I have

been to the lecture, as a recap and as

revision.”

heavy user


@leonie_learning

Better concentration & understanding

“Recordings are too boring to study from,

and being in my room all day would drive me crazy.”

“I seem to remember more when I am

hearing it straight from the speaker —

for instance eye-contact really helps my

concentration. Also I like the

atmosphere of a large lecture hall.”

rare user


@leonie_learning

Richer visual experience


“It can be difficult to guess exactly what part of

the slide the lecturer is talking about. Furthermore, I prefer to actually see who is

talking.”

@leonie_learning

Routine needed

“If I was just watching the

lectures online it would be

too easy to fall behind.”


“Helps with motivation to

study. Also means I wake up earlier.”

heavy user

@leonie_learning

Social interaction

“Being on campus and a part of the university

environment keeps me motivated. If

the only contact I had was through online lectures I would begin to feel quite

detached from the course.”


“'Live' lectures are much more stimulating, it's

enjoyable to learn with friends, I like to be able to see

the lecturer and their body language / non-spoken communication.”


@leonie_learning

“The learning experience is seldom as good in a recording and should not be seen as a substitute for attending lectures.

I try to make my lectures interactive but in recordings there is no eye contact, no pointing, no interaction, interruptions are allowed, they can skip the entire thing as soon as they are bored.

Also if students see a lecture all at the same time, they can discuss it together later. If they see the lecture at their own leisure, the communal aspect of learning is lost and it is easy to become very isolated.”

Similar views to lecturers

@leonie_learning

Similar to previous studies: very similar student comments obtained

• Gyspers et al. (2012): survey comments from 438 molecular bioscience students at the University of Sydney. Also, if there were no face-to-face lectures 52% of 563 would be disappointed & 23% would be angry.

• Bramble & Singh (2011) survey comments from nearly 500 students at Queen Mary University, London

• Panther, Wright & Mosse (2012): survey comments from 61 health science students and discussion with 17 focus group attendees at Monash University.

• Gosper et al. (2008): survey responses from 199 accounting students and 4 telephone interviews, plus focus groups with 30 multimedia students, at Australian universities

@leonie_learning

Why do students

prefer recordings?

@leonie_learning

6% survey respondents would not go to lectures if all recorded

* Based on 308 responses, Feb 2013

@leonie_learning

Reasons recordings preferred

Only 20 respondents prefer recordings to lectures.

Common reasons:

•They prefer to learn at their own pace

•They concentrate better outside the lecture theatre

•They have a long journey to campus

@leonie_learning

Overflow section vs main hall

7% prefer to sit in an overflow section where just the lecture

screen and audio are relayed.

Despite the same restricted visuals as recordings, they like

having more room, a quieter environment, or find it easier to

hear and to see the slides.

@leonie_learning

What are students’ perceptions of the recordings?

@leonie_learning

Quality perceptions

* Based on 285 respondents (Feb 2013)

Sound Video image Download speed

Time to load0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Very poorQuite poorAcceptableGoodVery Good

@leonie_learning

Preferred format: Echoplayer


59% prefer Echoplayer (video, screen capture and audio) *

• Better visuals – video feature allows them to see the lecturer or where they were pointing to on the slides

• Fuller experience – more ‘complete’ information or more similar to being in the lecture theatre; better integration between audio and visuals

• Easier to follow the lecture in this format

• Easy to skip / search

@leonie_learning

Preferred format: mp4


41% prefer mp4 vodcast (screen capture and audio) *

• Like having the screen capture, but video of lecturer is unnecessary or not good enough quality – might use it if pointer on slides showed up

• Focus better without the distraction of too many windows

• For some, Echoplayer won’t work on their preferred device or is too slow to load or mp4 gives better integration between audio and visuals

• A few particularly wanted to download the lectures, sometimes so they can be played at different speeds

@leonie_learning

Useful Echo features

• 72% Scene: can jump to a particular slide

• 59% Video: video of the lecturer displayed as well as slides

• 46% Bookmark: can add a labelled bookmark at a particular time point

• 40% Discussion: can ask questions or make comments at a particular time point

Which of these features would you use?*

* 114 respondents (Feb 2013)

@leonie_learning

• Use the mouse cursor instead of a laser pointer

• Make it clear what slide you’re talking about (for audio only)

• Speak clearly with the microphone located close enough

• Keep to the allocated time (or final material not recorded)

• Repeat any students’ questions

Improvements to lecture delivery

“I wouldn’t want the feedback to be that lecturers

must stay very statically next to the microphone, ‘cause some of the best lecturers are the ones who

wander round.”

@leonie_learning

Including students’ questions


Strongly against

Prefer not Don't mind Prefer Strongly for0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

@leonie_learning

Why do students think lecturers decide not to be recorded?

@leonie_learning

Students’ perceptions of why lecturers opt out

• 64% believe it is to encourage attendance• 28% think lecturers are protecting their content, either because of

copyright or intellectual property – some confusion about these terms

• 21% to avoid a permanent record, especially of their mistakes or inappropriate/ non-PC material/jokes

• 12% to promote students’ study skills

• 12% because they’re self-conscious: shy, private or lack confidence

• 10% think they’ve misunderstood students

• 6% because recordings are a poorer educational experience for students

• 5% think they’re being selfish

• 5% were unsure why

@leonie_learning

Sympathetic to lecturers’ concerns

“Do not feel confident enough to be

recorded. Feel under more pressure

whilst lecturing.”


“If I became a lecturer I personally

wouldn’t want them posted up

either.”


@leonie_learning

Frustrated by lecturers’ concerns

“Concern that they would be held to account over

particularly poor lectures… Concern that they are using copyrighted material without permission in lectures and that they could be discovered.”

heavy user

“No idea. Irritating. Even if they are scared of

making a mistake, or of inappropriate comments, we are all intelligent enough to cope

with that.”


@leonie_learning

Lecturers aiming to benefit students

“They may feel that the students will pay more attention in the lecture if there is only one chance of exposure to the information. (They are wrong; if a student

is hungover or tired, nothing will make them pay more

attention.)”

non user

“You would get more out of the lecture if you were there in person.

People will get confused just listening to

the recordings. ”


@leonie_learning

Lecturers have misconceptions

“Feel we're lazy if we don't go, [but it takes] the same amount

of time to lean it online and it's up to the student how they

wish to learn. They don't understand how relied upon it is for

revision …They have no real reasons, just out of touch and selfish. We’re paying £27k after all!!”

rare user

“These lecturers believe attendance to be beneficial to

learning. However, I am certain that recordings are several fold better for my learning than actual

attendance, and I have the self control to watch a recording

rather than skip a lecture completely.”heavy user

@leonie_learning

Lecturers’ concerns about attendance

Students falling behind

Demotivating to lecture

Less questions asked

Harder to lecture

More questions post-lectures

Less peer-socialising

Less interactivity

Poorer understanding

Undeserved access

0 10 20 30 40 50 60 70 80 90 100

% serious concern % minor concern

* Based on 33 respondents (May 2013)

@leonie_learning

Students’ sympathy to typical opt-out reasons

*200 respondents, but percentages given for 253 who reached previous question

None selected

Students too reliant on recordings

Attendance: can't tell if students confused / bored

Attendance: less interaction opportunities

Students' study skills weaker

Attendance: harder to understand recordings

Lecturers self-conscious

Jokes & mistakes held against lecturers

Attendance: students may fall behind

Sensitive material

Copyright material

0% 10% 20% 30% 40% 50%

Education

Students’ opinions on lecture capture