Staff and student views of lecture capture: a qualitative study

Abstract

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.

Evaluating the use of informational technologies by students of healthcare colleges for academic purposes over a five-year period

“…Additionally, students generally agreed on the usefulness of recorded lectures across the three years of study. This agrees with previously reported findings on student preference of lecture capture as a facilitating tool in education (DiVall et al, 2013;Dommett et al, 2019). However, the median attitude toward actual use shifted from 'agree' in 2015 and 2018 (student lecture recording) to 'neutral' in 2020 (instructor provided commentary).…”

Impact of students evaluation of teaching: a text analysis of the teachers qualities by gender

“…Educational data mining and state-of-the-art There has been a lot of progress in the current literature about using data obtained from the educational settings to improve the intended processes (Wang & Zhu, 2019;Abu Zohair, 2019, Exter et al, 2019Munro, 2018;Dommett, Gardner, & van Tilburg, 2019;Alizadeh, Mehran, Koguchi, & Takemura, 2019). It is noteworthy that existing research has demonstrated that HEIs are increasingly datahungry, with the stakeholders (students, teachers, and administrators, for example) seeking data and study results for their own needs and use (Clark, 2015;Williamson, 2018).…”

“…Several institutions have had to integrate emerging educational technologies in their different activities to maintain or sustain the credibility and quality of their business models or operations in general (Kori, Pedaste, & Must, 2018). Therefore, recent research (Wang & Zhu, 2019;Abu Zohair, 2019, Exter et al, 2019Munro, 2018;Dommett et al, 2019;Alizadeh et al, 2019;Kori et al, 2018) has focused on overcoming some of the challenges within the educational processes to provide opportunities for innovative teaching and learning methods (e.g., through educational data mining).…”

“…The technologies employed include educational data mining, machine learning, and learning analytics technologies. Moreover, those new methods are useful in the evaluation of the quality of educational models and processes (Alizadeh et al, 2019;Dommett et al, 2019;Munro, 2018). For instance, Dommett et al (2019) found that the teachers and students quite often have different perspectives about the teachinglearning process.…”

“…Moreover, those new methods are useful in the evaluation of the quality of educational models and processes (Alizadeh et al, 2019;Dommett et al, 2019;Munro, 2018). For instance, Dommett et al (2019) found that the teachers and students quite often have different perspectives about the teachinglearning process. They argue that information technologies could potentially serve as the bridge from observed behaviors to a useful educational model.…”