Use of Lecture Recordings in Medical Education

Franklin, David S.; Gibson, Jennifer W.; Samuel, Jeanne; Teeter, William; Clarkson, Craig W.

doi:10.1007/bf03341590

Cited by 53 publications

(62 citation statements)

References 10 publications

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“…Lecture capture videos are typically used by students in a class when made available, but for different reasons and in different ways (Dev, Rindfleisch, Kush, & Stringer, 2000;Traphagan, Kucsera, & Kishi, 2010). For example, based on the results of an end-of-course survey, to which 50% of a Year 1 cohort and 62% of a Year 2 cohort responded, Davis, Connolly, and Linfield (2009) noted that by the end of the course, "the majority of students had accessed lecture capture material online" (p. 10).…”

Section: The Use Of Lecture Capturementioning

confidence: 99%

Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning

2016

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This study sought to provide a better understanding of how lecture capture technology is used by students and how its use is related to student satisfaction, attendance, and academic performance. Using a mixed method design with both quantitative and qualitative methods to collect data, instruments included a student questionnaire, interviews and focus groups, lecture capture usage statistics, and grades. Results showed that 63% of students were satisfied with lecture capture and 75% of students indicated that it had facilitated their learning. Students primarily used the recordings to learn what they had missed while in class (79%) or because they were absent (72%). 70% of students reported having watched at least 50% of the recorded material (27% watched all the material), and only 8% of students did not view any recordings. Student satisfaction had a significant positive relationship with the number of lectures viewed. In regards to attendance, the self-reported data from students indicated that 61% of students did not miss classes (none or just one class). Students with the greatest number of missed classes viewed the recordings more frequently. As for student achievement, 68% of students indicated that lecture capture helped them to achieve better grades. Students with lower course marks accessed the recordings more frequently than those with higher marks. Instructor perceptions were that lecture capture predominately helped average to below average students achieve slightly better marks, but had less of an impact on the grades for particularly low and high achieving students. Cette étude avait pour but de fournir une meilleure compréhension de la manière dont la capture de cours en vidéo est utilisée par les étudiants et comment son utilisation est reliée à la satisfaction des étudiants, à leur assiduité et à leurs résultats académiques. Grâce à un concept de méthodes mixtes comprenant des méthodes quantitatives et qualitatives pour recueillir les données, les instruments incluaient un questionnaire à remplir par les étudiants, des entrevues et des groupes de discussion, des statistiques sur l’emploi de la capture de cours, ainsi que des notes. Les résultats ont indiqué que 63 % des étudiants étaient satisfaits de la capture de cours et 75 % d’entre eux ont pensé que cette méthode avait favorisé leur apprentissage. Les étudiants ont principalement utilisé les enregistrements pour apprendre ce qu’ils avaient manqué quand ils étaient en classe (79 %) ou parce qu’ils étaient absents (72 %). Soixante-dix pour cent des étudiants ont indiqué qu’ils avaient regardé au moins 50 % des enregistrements (27 % avaient regardé toutes les vidéos) et seulement 8 % des étudiants n’avaient regardé aucune vidéo. La satisfaction des étudiants a eu une incidence positive importante en fonction du nombre de vidéos visionnées. En ce qui concerne l’assiduité, les données auto-déclarées par les étudiants ont indiqué que 61 % des étudiants n’avaient pas manqué de classes (aucune absence ou seulement une absence). Les étudiants qui avaient le plus grand nombre d’absences avaient regardé les vidéos plus fréquemment. En ce qui concerne les résultats des étudiants, 68 % d’entre eux ont indiqué que la capture de cours les avait aidés à obtenir de meilleures notes. Les étudiants qui avaient obtenu les notes de cours les plus basses avaient regardé les vidéos plus fréquemment que ceux qui avaient obtenu des notes plus élevées. Les instructeurs ont déclaré que la capture de cours en vidéo avait surtout aidé les étudiants de niveau moyen ou inférieur à la moyenne à obtenir des notes un peu meilleures, mais qu’elle avait eu un effet moins important sur les notes des étudiants très peu performants ou sur celles des étudiants très performants.

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Section: The Use Of Lecture Capturementioning

confidence: 99%

Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning

2016

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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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“…There are substantial evidence gaps relating to student attendance, learning behaviour, educational outcomes and student welfare (Chang, 2007). Although students often report a perception that their grades improve as a result of lecture capture, other studies report that lecture capture produces no significant change to final grades (Franklin, 2011;von Konsky et al, 2009, Owston et al, 2011, Schreiber, 2010. The literature is mixed regarding reduces undergraduate attendance, while some studies 6 report a reduction in attendance (e.g.…”

Section: Technologymentioning

confidence: 99%

Lecture Capture in Online Learning: A Community of Inquiry Perspective

Wood¹,

Symons²,

Falisse³

et al. 2020

Preprint

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This paper presents findings from a study into the value of lecture captures foronline distance learning courses. Although recording on-campus lectures for on-campus students is increasingly common, there has been little scrutiny of the roleof lecture capture in online courses. We address this gap by exploring onlinedistance learning students’ perceptions of two types of recorded media; video-to-camera lectures and lecture captures through the lens of the Community ofInquiry (COI) Framework. The study concluded that lecture captures do notcontribute to the creation of a COI as they do not substantially increase cognitive,social or teaching presence. However, students were enthusiastic about lecturecaptures due to the naturalistic lecturing style and the opportunity to learnvicariously. We suggest that these findings should prompt greater considerationof the role of vicarious learning in online education and the tendency to perceivecampus-based education as being more ‘authentic’.

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Use of Lecture Recordings in Medical Education

Cited by 53 publications

References 10 publications

Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning

Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning

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

Lecture Capture in Online Learning: A Community of Inquiry Perspective

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