Our February Webinar sought to explore and debunk prominent myths and preconceptions around Lecture Capture. We drew upon research – including studies undertaken here at York, that explored the impact of Lecture Capture on staff, students and teaching. [View Webinar Recording]
With an eye on the tools available at York, the session also considered how staff can make use of their captures to extend and enhance learning, rather than replace class-based attendance.
Further Links and Guidance
- Changing The Availability of your Recordings [Google Doc]
- Studying with Replay, Student Workflows [Web Link]
- Viewing Capture Statistics via Yorkshare [Google Doc], via Panopto [Google Doc]
- How to Pause and Stop Replay Lecture Capures [Web Link]
- The York Technology-Enhanced Learning Handbook. [Web Link]
- 2016 VLE Student Survey [Web Link]
- 2013 Replay Staff Survey [Web Link]
A ‘Lecture’ and a ‘Lecture Capture’ are not interchangeable concepts – a simple fact that is often overlooked in the non-attendance debate. Lectures are synchronous learning activities which may be spontaneous, interactive, and more than a means for a unidirectional transmission of knowledge. A lecture capture, however, is a ‘fixed’ recording. Whilst recordings can commit a teacher’s delivery of syllabus content to permanence, it cannot adequately recreate the active learning opportunities of the lecture itself.
Across the HE sector, the vast majority of literature highlights that Lecture Capture does not have a lasting appreciable effect on attendance. This has also been highlighted in surveys carried out here at York. (2016 VLE Survey, 2013 Replay Staff Survey) As such, the webinar then moved on to inform concerned staff of the avenues that they can take to alter how recordings are published. Using Panopto, staff can specify how and when captures are released. Thus, by removing a student’s expectation of a capture becoming immediately available, lecturers can lessen the temptation for students not to attend.
Impact studies undertaken here at York have shown that lecture captures are a strong supplementary resource to in-class attendance. Focus groups and VLE student surveys have shown that lecture recordings allow for students to supplement their notes at their own pace. This, indeed, also aligns to the strength of video as a fixed medium that can be paused, sped up or skipped through – thus allowing students to consume the content of a lecture in an order of their own choosing. And via this so-called ‘locus of control’, students can manage their time more effectively when revising or preparing for assessment.
This was evidenced by consulting viewing statistics from recordings made here at York. Panopto allows for instructors to see how a capture has been viewed over a given timescale. It also allows for us to see how individual students have accessed material – such as how many minutes they’ve watched, and whereabouts in a capture a student has spent the most time over. See our guide to accessing viewing statistics via Yorkshare [Google Doc].