The Impact Of Lecture Capture On Student Performance In Business Courses

Terry, Neil; Macy, Anne; Clark, Robin; Sanders, Gary

doi:10.19030/tlc.v12i1.9071

Cited by 16 publications

(15 citation statements)

References 27 publications

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“…Academic staff also have concerns about the impact of lecture capture on student performance and attainment, although research findings on the impact of lecture capture on students' learning are mixed: some studies show no impact of lecture capture on learning outcomes (Bosshardt & Chiang, 2016;Franklin, Gibson, Samuel, Teeter & Clarkson, 2011;Williams, Aguilar-Roca & O'Dowd, 2016), whilst others show an increase in academic performance (Cortinhas, 2017;Terry, Macy, Clark & Sanders, 2015;Traphagan et al, 2010). Owston et al (2011) found students who watched more lectures performed less well than those who watched fewer lectures but suggest this may be due to higher achieving students not needing to access so many lectures and lower achieving students lacking confidence, comprehension skills and note taking ability.…”

Section: Literature Review 1perceptions Of Lecture Capturementioning

confidence: 99%

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

Morris

Swinnerton

Coop

2019

Computers & Education

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Section: Literature Review 1perceptions Of Lecture Capturementioning

confidence: 99%

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

Morris

Swinnerton

Coop

2019

Computers & Education

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“…Findings about performance are contradictory though. Some large‐scale studies have established a positive impact on student grades (Hove & Corcoran, ; Traphagan et al ., ; Terry et al ., ), while others found little or no impact (Bollmeier et al ., ; Franklin et al ., ; Leadbeater et al ., ; Hadgu et al ., ); still others underline potential negative side effects (Williams et al ., ; Johnston et al ., ). Leadbeater et al .…”

Section: Why Another Study On Lecture Capture?mentioning

confidence: 99%

Big brother or harbinger of best practice: Can lecture capture actually improve teaching?

Joseph-Richard

Jessop

Okafor

et al. 2018

British Educational Res J

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Lecture capture is used increasingly in the UK, and has become a normal feature of higher education. Most studies on the impact of lecture capture have focused on benefits to student learning, the flipped classroom or student non-attendance at lectures following its introduction. It is less clear how the use of lecture capture has impacted on lecturers' own academic practice. In this study, we use a mixed-methods approach to explore the impact of this intrusive yet invisible technology on the quality of teaching. We have mapped our findings to the UK Professional Standards Framework (UKPSF). In doing so, our data paints a mixed picture of lecture capture's Janus-faced reality. On the one hand, it enhances lecturer self-awareness, planning and conscious 'performance'; on the other hand, it crushes spontaneity, impairs interaction and breeds wariness through constant surveillance. While the Teaching Excellence Framework rewards institutions for providing state-ofthe-art technology and lecture recording systems, our findings pose awkward questions as to whether lecture capture is making teaching more bland and instrumental, albeit neatly aligned to dimensions of the UKPSF. We provide contradictory evidence about lecture capture technology, embraced by students, yet tentatively adopted by most academics. The implications of our study are not straightforward, except to proceed with caution, valuing the benefits but ensuring that learning is not dehumanised through blind acceptance at the moment we press the record button.

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“…Many studies involving LC and academic performance have focused on LC availability rather than viewing to identify the impact availability has on academic performance. The following studies reviewed below found LC availability to have a positive impact on academic performance (Dommeyer, 2017;Shaw & Molnar, 2011;Terry et al, 2015;Wiese & Newton, 2013). Dommeyer (2017) compared the academic performance and attendance of 56 students with LC available to 28 students without LC available in separate sections of a marketing research course.…”

Section: Lecture Capture Availability and A Positive Impact On Academ...mentioning

confidence: 99%

“…Williams et al, 2012) Negligible (Bollmeier et al, 2010;Chapin, 2018;Hadgu et al, 2016;Leadbeater et al, 2013;Mallinson & Baumann, 2015;Sarsfield & Conway, 2018;A. Williams et al, 2012) Negative -Lecture recording availability and academic achievement Positive (Dommeyer, 2017;Shaw & Molnar, 2011;Terry et al, 2015;Wiese & Newton, 2013) Negligible (Brotherton & Abowd, 2004;Ford et al, 2012;Traphagan et al, 2010) Negative (Drouin, 2014;Edwards & Clinton, 2019;Johnston et al, 2013) We focused on studies in which lecture recordings were supplemented with in class lectures and only studies including both audio and video recordings were reviewed; outdated studies focusing on the use of audio only podcasts were not included.…”

Section: Studymentioning

confidence: 99%

The impact of lecture capture availability on academic performance in a large biomedical science course

2022

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Lecture capture is a technology where live lectures are recorded in a digital format and made available to students to view at their convenience. The use of this technology in higher education has steadily increased despite mixed results as to whether it is beneficial to student achievement. The current study utilized a two-group quasi-experimental design to examine the impact of lecture capture availability on academic performance in a large enrollment, two-term, second year biomedical science course. Academic performance was compared between two matched cohorts enrolled in the same biomedical science course taught by the same instructor in which one course did not have access to lecture recordings (2017–18 academic year, N = 433) and the other did (2018–19 academic year, N = 414). Academic performance was evaluated by comparing scores on identical exam questions and the final grade earned in the course. Student’s t-test revealed that lecture capture availability resulted in a decline in performance on exams and the final course grade. We also evaluated whether lecture capture influenced student attendance via an in-class student response system and a t-test found that student attendance was comparable between the cohorts. A chi-squared test also found that lecture capture availability resulted in significantly more course failures. Importantly, a student’s t-test showed that GPA did not differ between the cohorts. To our knowledge this is the first study to show that lecture capture availability resulted in a decline in academic performance despite similar in-class attendance and GPA.

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The Impact Of Lecture Capture On Student Performance In Business Courses

Abstract: ABSTRACT

Cited by 16 publications

References 27 publications

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

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

Big brother or harbinger of best practice: Can lecture capture actually improve teaching?

The impact of lecture capture availability on academic performance in a large biomedical science course

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