Lecture capture affects student learning behaviour

Abstract

Lecture capture (the real‐time recording of live lectures) has become commonplace in higher education. It is popular with students who like the associated flexibility and believe that lecture recordings improve their grades. Here, we performed a survey (n = 694, 53% of the cohort) and set up focus groups (2 focus groups, 15 participants) to explore biological sciences students' perceptions of how lecture capture impacts their study behaviour when recordings are provided for every lecture and are made available to students without restriction. The participants in our study were convinced that lecture capture improved their learning, and many students noted that they were dependent on the recordings, thinking that without them, they would not be able to achieve good grades. Students reported that they spend a considerable amount of time watching recordings and making verbatim notes, leaving them little time for independent study. For many, lecture capture seems to reinforce the view that memorisation equals learning, a view that may be reinforced by knowledge‐focussed assessment formats. For most students, lecture capture did not affect self‐reported live lecture attendance patterns. However, about one‐third of the participants reported skipping more classes, and the same participants were more likely to postpone catching up on missed lectures. The outcomes of our study suggest that lecture capture provision may negatively affect some students' attendance and study behaviour, and thus, we suggest more needs to be done to mitigate against this.

I can be a “normal” student: the role of lecture capture in supporting disabled and neurodivergent students’ participation in higher education

“…Nightingale (2019) discusses how dyslexic students used recordings to alleviate the cognitive load of note-taking during live lectures and reduce the risk of being unable to keep pace. Being able to revisit the recordings reduced anxiety, a sentiment echoed by Voelkel et al (2023) in a non-disability-specific sample. From the perspective of widening participation, MacKay et al (2021) conducted focus groups with students who were from lower socio-economic backgrounds as well as first-generation students and carers.…”

Interrogating Pedagogical Modalities: An In-depth Examination of the Lecture Method in Higher Education

“…Information and Communication Technology (ICT) has the potential to transform education in several ways (Voelkel, et al, 2023). Firstly, it provides lecturers with access to an extensive range of digital learning resources, from e-books to online courses, enriching the educational experience with diverse and up-to-date information.…”

“…Additionally, ICT allows for flexible learning environments, with recorded lectures and online forums enabling students to access course materials and engage at their convenience, accommodating various learning styles and schedules. The real-time recording of live lectures (face-to-face) called lecture capture is known to reinforce lectures (Voelkel, et al, 2023). Finally, ICT offers data-driven insights into student performance, enabling lecturers to tailor their teaching methods based on analytics, thereby enhancing instructional decisions.…”

Redefining online biology education: a study on interactive branched video utilisation and student learning experiences

“…The use of asynchronous video content, in higher education teaching, has rapidly expanded since early 2020. Content has been provided as prerecorded videos for use in flipped learning activities, as lecture capture or as follow‐up consolidation learning materials [ 1 , 2 ], such as short, chunked extracts covering key concepts. The use of recorded material, particularly lecture capture, is popular with students [ 2 ], and consideration of the implementation of these resources to ensure effective and engaging learning has been conducted [ 3 , 4 ].…”

“…Content has been provided as prerecorded videos for use in flipped learning activities, as lecture capture or as follow‐up consolidation learning materials [ 1 , 2 ], such as short, chunked extracts covering key concepts. The use of recorded material, particularly lecture capture, is popular with students [ 2 ], and consideration of the implementation of these resources to ensure effective and engaging learning has been conducted [ 3 , 4 ]. Benefits around reduced anxiety [ 5 ], language [ 6 ] and support for students with learning disabilities [ 7 ] have all been reported.…”