Lecture capture podcasts: differential student use and performance in a large introductory course

Williams, Adrienne E.; Aguilar-Roca, Nancy; O’Dowd, Diane K.

doi:10.1007/s11423-015-9406-5

Cited by 32 publications

(44 citation statements)

References 28 publications

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“…These mixed findings may arise from differences in the populations sampled because student characteristics are known to influence use of capture. For example, research has shown impact of proficiency in the language in which one is taught (Molnar, 2011;Revell, 2013), gender (Williams, Aguilar-Roca, & O'Dowd, 2016) study year (Nordmann, Calder, Bishop, Irwin, & Comber, 2017), academic ability and learning approach (Brady et al, 2013;Newton & McCunn, 2015;Owston, Lupshenyuk, & Wideman, 2011;Vajoczki et al, 2011) on use of lecture capture. It is also likely that the effect of lecture capture on performance differs when students use it to supplement and substitute for attendance at the live lecture, with stronger students being more likely to supplement attendance (Von Konsky, Ivins, & Gribble, 2009) and weaker students more likely to substitute (Vajoczki et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Staff and student views of lecture capture: a qualitative study

Dommett

Gardner

Tilburg

2019

Int J Educ Technol High Educ

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Many universities now use lecture capture. We used focus groups to investigate perceptions of lectures and their capture in staff (N = 8) and students (N = 17). We found that staff and students held different views of lectures and this impacted on their perceptions of lecture capture. Our findings confirmed a range of previously identified uses of lecture capture and additionally demonstrated its use to model expert behaviour. Furthermore, we report here that students felt lecture capture reduced anxiety, particularly for those with disabilities, indicating that lecture capture may be a useful tool in creating an environment that supports mental wellbeing. Despite this potential value of lecture capture, it was still perceived to have some negative impact on the live lecture; reducing the interaction with students and prevent staff using anecdotes and humour in their teaching, which could reduce the value of the lecture capture.

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Section: Introductionmentioning

confidence: 99%

Staff and student views of lecture capture: a qualitative study

Dommett

Gardner

Tilburg

2019

Int J Educ Technol High Educ

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“…For the recording of lectures and their distribution over the internet for playback on personal computers or portable media devices the terms podcast lectures (Evans 2008;Pilarski et al 2008), lecture podcasts (Abdous et al 2012;Walls et al 2010;Williams et al 2016), or video podcasts (Kay 2012) are often employed. Typically, the lecturer's presentation is recorded as film, combined with the lecture slides, and broadcasted in video format (McGarr 2009).…”

Section: Introductionmentioning

confidence: 99%

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

et al. 2017

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Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer's presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice of different representations of content: face-to-face lectures, lecture recordings as video podcasts, and additional text material. Latent class analysis identified three groups with different patterns of integration of these representations of content: (1) students who focused on podcasts; (2) students who made little use of the different representations of content; (3) students who occasionally made use of the different learning opportunities. Students in group 1 with a focus on podcasts achieved best. They devoted more time to learning and made diligent use of a variety of learning strategies such as note-taking, generating summaries, or rehearsing with the podcasts. The results suggest providing different representations of content to take into account differences in learners' preferences and abilities. They speak in favor of podcasts, especially in lectures with a large audience. However, the results also show a group of learners who make minimal use of the various representations of content. Instructional measures should be taken to engage and support these students.

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“…Aldamen et al (2015) state that a slight positive relationship was observed between captured lecture viewership and performance in their class. However, others state that there is essentially no difference between video users and non-users (Bosshardt and Chiang, 2016;Hadgu et al, 2016;Williams et al, 2016). Day and Foley (2006) attempted to quantify the benefit of lecture capture material by dividing a class into two groups, a group who attended lectures as normal and a group who were offered access to lecture recordings.…”

Section: Exam Resultsmentioning

confidence: 99%

Understanding student use of resources in “rich-media” courses

Rodgers

Mabley

Garforth

2017

Education for Chemical Engineers

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There is a current trend in course development to increase the number of "Rich-Media" items available to students; these include items like key-concept videos, interactive activities and quizzes, and even captures of the full lectures. It is therefore important to understand which of these resources students use and gain value from so that we can target the best resources for student learning.This paper looks at several courses taught in the School of Chemical Engineering and Analytical Science at The University of Manchester to several year groups; including lecture based courses, distance learning courses, and non-lecture based activities; that contain "Rich-Media" resources. The use of these items by students is examined; including number of uses, time of use, and local retention. The student opinion on the items and how they felt they affected their learning is also analysed. This allows results to be presented on the most useful types of resource for students providing information for future development.

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Lecture capture podcasts: differential student use and performance in a large introductory course

Cited by 32 publications

References 28 publications

Staff and student views of lecture capture: a qualitative study

Staff and student views of lecture capture: a qualitative study

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

Understanding student use of resources in “rich-media” courses

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