Lecture recordings to support learning: A contested space between students and teachers

Morris, Neil P.; Swinnerton, Bronwen; Coop, Taryn

doi:10.1016/j.compedu.2019.103604

Cited by 65 publications

(99 citation statements)

References 55 publications

(74 reference statements)

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“…on lecture capture highlight that it is a contentious educational technology, and the impact on teaching and learning is complex and contested (Morris, Swinnerton, and Coop 2019;Nordmann and McGeorge 2018). Several studies have attempted to unpack the potential pedagogic impact (both positive and negative) of lecture capture materials on student learning (Karnad 2013;O'Callaghan et al 2017;Witthaus and Robinson 2015).…”

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confidence: 99%

“…The positive reception from students for lecture capture, the relatively efficient and cost-effective way in which recordings can be produced and made available (Meehan and McCallig 2019), and the benefits for inclusivity, have led some researchers to conclude that 'the positives of lecture recordings outweigh the negatives and its continued use in higher education is recommended' (O'Callaghan et al 2017, p. 1). Some recent commentators suggest educators recognise that educational technologies are becoming an ever increasing feature of higher education and that the challenge now is to design inclusive curricula and pedagogical approaches, which include utilising technologies such as lecture capture, and to use these appropriately and effectively to support students' needs (Morris, Swinnerton, and Coop 2019). However, even accepting this position, there remain unresolved questions, including how best to practically and effectively support and implement lecture capture at a curriculum level within universities.…”

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confidence: 99%

“…Even though lecture capture is continuously gaining popularity, it remains a controversial technology for many HEI staff who frequently express both pedagogic and 2 Citation: Research in Learning Technology 2020, 28: 2314 -http://dx.doi.org/10.25304/rlt.v28.2314 (page number not for citation purpose) ethical concerns (Morris, Swinnerton, and Coop 2019;Newland 2017). This is possibly reflected in the discrepancies in implementation, provision, policy, and availability across the higher education sector (Rios-Amaya, Secker, and Morrison 2016).…”

Section: Introductionmentioning

confidence: 99%

“…It is reported that lecture capture is used much more widely in the UK within the Russell Group of universities, which comprises 24 research-intensive universities, compared to other HEIs (Walker et al 2018). There is continuing debate over the realised or abstract benefits, challenges, and side effects of lecture capture in areas including student experience, inclusion, and learning strategies, where there are concerns regarding a perceived increased emphasis on acquisition and rote-learning (Karnad 2013;Morris, Swinnerton, and Coop 2019;Witthaus and Robinson 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Such positivist research can be viewed as oversimplifying the complex workings of lecture capture and the effects on learners (Luke 2020). As an initiative purportedly driven by student demand and expectation, there is surprisingly little evidence in the published lecture capture literature regarding the active role students can play in shaping their educational experiences (Morris, Swinnerton, and Coop 2019).…”

Section: Introductionmentioning

confidence: 99%

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Lecture capture and peer working: exploring study practices through staff–student partnerships

Evans

Luke

2020

Research in Learning Technology

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As lecture capture technology and practice become ever more widespread in UK universities there is a growing body of literature that assesses the impact of these changes. However, there is still much to be understood about lecture capture and the full impact on student learning, especially in different institutional and subject contexts. This article describes two projects from a UK Russell Group University that worked in partnership with students to gain insights into the student experience regarding lecture capture. The article highlights insights gained in terms of how and why students use lecture recordings. This article focuses on one area in particular which has been less reported and warrants further investigation-students' use of lecture recordings in collaborative settings. The article considers some practical implications of such insights and argues that a nuanced understanding regarding the way students use lecture recordings for learning is required. The article also highlights how educationists can harness student partnerships to further our understanding of the complex interplays between technology and student learning.

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confidence: 99%

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Lecture capture and peer working: exploring study practices through staff–student partnerships

Evans

Luke

2020

Research in Learning Technology

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Lecture capture affects student learning behaviour

et al. 2023

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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.

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The freedom to teach (at the best)

Hortsch

Rompolski

2022

Anatomical Sciences Ed

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INTRODUC TI ON Lectures as a traditional form of academic instructionLectures are an old and very traditional form of imparting information to an audience. Originally derived from the Latin word lēctūra for reading, it was developed during the Middle Ages as the main form of teaching at early European universities. [1][2][3] The academic lecture is grounded in the ancient art of oratory, a skill that was highly prized in antiquity. As one of its main merits, the lecture format of teaching allows for the efficient transfer of information to a large audience without the use of advanced technology. From its beginnings as a modality of instruction, lectures have often been supplemented with demonstrations, and even today successful lecturers will often not rely on the spoken word alone, but also project images, as well as include props and animated demonstrations to make the educational content more engaging and memorable. [4][5][6][7] An early example for an enriched lecture modality is the anatomical theater which combined a lecture-style presentation with the dissection of cadavers for anatomical instruction. 8,9 Among other early lecture-supporting technologies was the use of chalk and blackboards adding a visual component to the verbal presentation, a technology that is still used today in some fields of education, for example, for mathematic instruction. 10 Starting around 1950, the use of projected 35 mm slides

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Lecture recordings to support learning: A contested space between students and teachers

Abstract: This is a repository copy of Lecture recordings to support learning: a contested space between students and teachers.

Cited by 65 publications

References 55 publications

Lecture capture and peer working: exploring study practices through staff–student partnerships

Lecture capture and peer working: exploring study practices through staff–student partnerships

Lecture capture affects student learning behaviour

The freedom to teach (at the best)

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