Lecture Capture Studies - Student Perceptions and Use
Jan 7th, 2010 by Amanda Hardy
We have found some journal articles and other publications around lecture capture which we have found useful and informative. When possible, we have linked to a fulltext version on the web or through the eLibrary (protected by Coventry University login). Each entry is accompanied with its abstract.
There is also a very extensive list of resources on LectureCapture.com’s forums involving lecture capture, podcasts, and related subjects.
Student Perceptions and Use
| Ambikairajah, E., Epps, J., Sheng, M., and Celler, B. (2006) ‘A New Mode of Teaching for Self-Directed Learning.’ In Doyle, S. and Mannis, A. (eds.) Proceedings of The International Conference on Innovation, Good Practice and Research in Engineering Education. Held July 24-26 2006 at The University of Liverpool. Liverpool: Tudor Print & Design Ltd: 56-61 | |
| Results of a large four-year longitudinal study of issues affecting student learning has motivated the development of a new mode of teaching, which takes the context of student learning into account and enhances student understanding of subject material. This new mode of lecture delivery is based on digital capture and student-controlled, user-configurable playback of synchronized lecturer dynamic annotation and video. This approach was tested in a large undergraduate course during which lectures were delivered entirely via pre-recorded lecture material on DVD, and in which the face-to-face teaching time was used instead for focused discussion classes. We present the results of a study of this novel delivery mode, using an electronic whiteboard and DVD capture. Our evaluations show convincingly that students are better able to review and understand lecture material. | |
| Bassili, J. and Joordens, S. (2008) ‘Media Player Tool Use, Satisfaction with Online Lectures and Examination Performance.’ Journal of Distance Education 22, (2) 93-108 | |
| Media players allow students to pause lectures and to replay portions at will, two capabilities with potentially important pedagogical value that are not available in face-to-face lectures. The first study showed that many students use and value these media player features when watching online introductory psychology lectures. The second study showed that use of the features was correlated with superior exam performance, a learning outcome that was at least partially mediated by increased satisfaction with the learning approach. Together, the findings demonstrate that students who used the features made available by media players were more satisfied with their course, and performed better in it. | |
| Bell, T., Cockburn, A., McKenzie, B., Vargo, J. (2001) ‘Flexible Delivery Damaging to Learning? Lessons From the Canterbury Digital Lectures Project.’ In Montgomerie C. and Viteli, J. (eds.) Proceedings of ED-MEDIA 2001 World Conference on Educational Multimedia, Hypermedia & Telecommunication. Held June 25-30 2001 at Tampere, Finland. Norfolk, VA: Association for the Advancement of Computing in Education: 117-122 | |
| Preparing courses for flexible delivery and distance education is normally a timeconsuming and expensive process. This paper describes the design and evaluation of a system that automatically captures and indexes audio and video streams of traditional university lectures without demanding any changes in the style or tools used by teachers. Using a `wizard-of-oz’ technique to simulate the automatic indexing, we ran a four-month trial of the system in a large (746 students) first year Computer Studies course. The results reveal some surprising social implications of making flexible delivery available to students at a residential university. Early in the trial, many students expressed an intention to use the system, but few did. Late in the course, many students stated that they urgently needed the system for revision, but even fewer used it. At the same time, lecture attendance appeared to be lower than normal. We hypothesise that the availability of a flexible alternative to lectures removed the necessity of attending lectures, and that students deceived themselves about their intentions to catch up using the digital medium. | |
| Brotherton, J.A. and Abowd, G.D. (2004) ‘Lessons Learned from eClass: Assessing Automated Capture and Access in the Classroom.’ ACM Transactions on Computer-Human Interaction 11, (2) 121-155 | |
| This article presents results from a study of an automated capture and access system, eClass, which was designed to capture the materials presented in college lectures for later review by students. In this article, we highlight the lessons learned from our three-year study focusing on the effect of capture and access on grades, attendance, and use of the captured notes and media. We then present suggestions for building future systems discussing improvements from our system in the capture, integration, and access of college lectures. | |
| Gosper, M., McNeill, M., Woo, K., Phillips, R. Preston, G., and Green, D. (2007) ‘Web-based Lecture Recording Technologies: Do Students Learn From Them?‘ In Proceedings of EDUCAUSE Australasia 2007, ‘Advancing Knowledge: Pushing Boundaries.’ Held April 29-May 2 2007 at Melbourne, Australia. | |
| The recent emergence of web-based lecture technologies (WBLT) has heralded a growing use of digital web-based lecture recordings for all students. This is pushing the boundaries of established practice and challenging the role of the face-to-face lecture as a prime teaching strategy. Studies to date on the use and uptake of webbased lecture technologies have explored the technical and operational issues surrounding access and use. Few have addressed issues around the implications for teaching and learning in different contexts; whether student’s learn from them how do they go about their learning. To address the learning and teaching perspective, Macquarie University, Murdoch University, Flinders University and the University of Newcastle have been collaborating on a project to investigate the impact of web-based lecture recording technologies on current and future practice in learning and teaching. Details are available on the project web site at http://www.cpd.mq.edu.au/teaching/wblt/overview.htm The project, funded by the Carrick Institute for Learning and Teaching in Higher Education, consists of a multilevel research program entailing surveys, vignettes and case studies. This presentation reports on the initial findings from the first stage of the research, a survey of students to capture the diversity of experiences in the use of WBLT. In particular it reports on students’ experience of WBLT, as well as how and why students of different generations (Oblinger & Oblinger, 2005) use them to support their learning. | |
| McElroy, J. and Blount, Y. (2006) ‘You, Me, and iLecture.’ In Markauskaite, L., Goodyear, P. and Reimann. P. (eds.) Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education , ‘Who’s Learning? Whose Technology?’ Held December 3-6 2006 at the University of Sydney. Sydney: Sydney University Press: 549-558 | |
| This paper explores the implementation of iLecture for a second year accounting unit at Macquarie University. The research found that students interacted with iLecture in ways that were not entirely expected. Students appear to want more control over their learning environment and technologies. An example of this is iLecture as it has the potential to provide students with choices about how and where they learn. The majority of students that used iLecture also attended face-to-face lectures. Teaching staff also used this technology to listen to lectures before tutorials. This assisted with the constructive alignment of lectures and tutorials for the large number of staff involved in the unit. We argue that understanding how students are using new technologies such as iLecture, and the lecturers’ experience of iLecture, could provide useful insights into how academics can utilise these technologies to provide a more fulfilling interaction with students. | |
| Simpson, N. (2006) ‘Asynchronous Access to Conventional Course Delivery: A Pilot Project.‘ British Journal of Educational Technology 37, (4) 527-537 | |
| This study describes a technological pilot project providing 160 graduate students with asynchronous access to the ongoing proceedings of a lecture-based course. Exactly half of the students spoke the language of instruction, English, as a second language (ESL). While the asynchronous video-on-demand service proved popular overall, ESL students were markedly heavier users of the system and reported most enthusiastically on its benefits. Asynchronous access was valued as much for empowering the learner with control of the lecture as it was for the issue of convenience. Furthermore, the medium of video capture was found to create an impression of intimacy simultaneously cleansed of environmental distractions, an experience not necessarily consistent with live attendance. These findings became the foundation of a course distribution system now providing lectures to over 1,500 undergraduates each semester, yet many of the observed benefits remain to be confirmed by future research. | |
| Soong, S.K.A., Chan, L.K., Cheers, C., and Hu, C. (2006) ‘Impact of Video Recorded Lectures Among Students.’ In Markauskaite, L., Goodyear, P. and Reimann. P. (eds.) Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education , ‘Who’s Learning? Whose Technology?’ Held December 3-6 2006 at the University of Sydney. Sydney: Sydney University Press: 789-793 | |
| This study evaluates the impact of video recorded lectures on students who have accessed them as part of their studies at the Nanyang Technological University. A survey was designed and administered to this group of students. In addition, data on the usage of video recorded lectures between July 2005 and June 2006 was extracted from the server. The findings indicated that the usage among students has been far beyond expectations. It also suggested that the video recorded lectures have benefited the students as it has enhanced their learning experience in the University. | |
| Williams, J. (2006) ‘The Lectopia Service and Students With Disabilities.’ In Markauskaite, L., Goodyear, P. and Reimann. P. (eds.) Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education , ‘Who’s Learning? Whose Technology?’ Held December 3-6 2006 at the University of Sydney. Sydney: Sydney University Press: 881-884 | |
| The Lectopia lecture capture and publication system was introduced to The University of Western Australia in 1999. Since this time the project team has regularly received feedback from students with disabilities or medical conditions, as well as from the University’s Diversity Projects Office, regarding the positive impact Lectopia has had on their learning activities. Throughout the project’s history the feedback received from these two groups, predominantly provided informally, has helped to shape the system’s development. In 2006 the team undertook to conduct a thorough analysis of why and how students with disabilities or medical conditions are using Lectopia, the perceived benefits derived and the problems encountered. It is anticipated that results from this analysis will further assist the project team to refine the system to ensure it continues to meet the needs of the University’s diverse student population. | |
| Winer, L.R., and Cooperstock, J. (2002) ‘The “Intelligent Classroom”: Changing Teaching and Learning With An Evolving Technological Environment.‘ Computers and Education 38, (1-3) 253-266 | |
| Putting technology to work to improve teaching and learning is the goal of the “Intelligent Classroom” project at McGill University. A hardware and software installation allows for the automated capture of audio, video, slides, and handwritten annotations during a live lecture, with subsequent access by students. The development process, a collaborative effort of computer engineers, educational specialists, professors and students, is described, as well as usage by students in four different classes following the initial deployment of the system. Students were found to access the systems as a review tool, and appreciated the changes to the in-class presentation as well as the opportunity for later access. Students’ and professors’ reactions are described, as well as suggestions for future developments. | |
| Yunus, A.S., Kasa, Z., Asmuni, A., Samah, B.A., Napis, S., Yusoff, M.Z.M., Khanafie, M.R., and Wahab, H.A. (2006) ‘Use of Webcasting Technology in Teaching Higher Education.‘ International Education Journal 7, (7) 916-923 | |
| Schools and universities all over the world are continuously exploring ways to use the web technology in improving teaching effectiveness. The use of course web pages, discussion groups, bulletin boards, and e-mails have shown impact on teaching and learning in significant ways, across all disciplines. e-Learning has emerged as an alternative to traditional classroom-based education and training, especially for distance learning programs. Thus, this research study was conducted to investigate the effectiveness of the implementation of webcasting technology in teaching in higher education. In this research, three modes of webcasting lectures were experimented on three different groups of students, using the pre test-post test-control group experimental design. The modes are live streaming, pre-recorded streaming and video on demand (VOD). The group that attended the face-to-face lecture acts as the control group. The overall analysis showed that the students who went through the VOD group showed the most gain in the tests. | |
