Students' views on lecture capture

Students’ opinions
on lecture capture

leonie.sloman@kcl.ac.uk
@leonie_learning

@leonie_learning

Contents
1.

Background: project scope, aims, previous studies & data sources.

2.

Value of lecture capture: usefulness during term time vs revision, impact on
exams, likely influence on module/university choice

3.

Reasons for use: completing notes/consolidation, revision /repetition, back up

4.

Problems with lecture capture: uploading delays, restricted visuals

5.

Why live lectures preferred: recordings just for revision, better concentration
& understanding, richer visuals, routine needed, social interaction

6.

Why recordings preferred: incl. overflow vs main lecture

7.

Perceptions of recordings: quality, Echoplayer vs mp4s, lecture delivery,
inclusion of students’ questions

8.

Perceptions of lecturer opt-out: sympathetic vs frustrated; misconceptions?

@leonie_learning

Project scope
• Research undertaken as part of King’s College
London, Technology -Enhanced Learning funded project

• Focused on recordings of lectures for 1281 students:
o 425 1st year Biomedical Science students
o 469 1st year Medicine students (MBBS 1)
o 387 2nd year Medicine students (MBBS 2)

@leonie_learning

Project aims
• To understand how Year 1 & 2 medical students and
Year 1 biomedical science students are using recorded

lectures to support their studying and revision.

• To understand how lecture capture affects lecturers’
teaching practice and experience

@leonie_learning

Previous studies
Many based on student surveys, some complemented with
interviews or focus groups
Particularly recommended:

• Panther, Wright & Mosse (2012): study of health science students’
experiences, based on 61 survey responses and 17 focus group
attendees from Monash University.

• Phillips et al. (2011) interviewed 6 students with different patterns
of lecture capture use during a sociology of education module.

• Gosper et al. (2008): 815 students surveyed & 14 interviewed across
four Australian universities. Includes case studies on the experiences of
31 multimedia & 199 accounting students.

@leonie_learning

Data sources (2012-13)
Nov

Dec

mini
poll

Lecturer
self-report

Jan

Feb

Mar

focus groups

Apr

May
survey

Student logs
(medicine)

survey
1

Student
self-report

1 week pop up survey

focus groups

survey
2

@leonie_learning

How much do
students value
lecture capture?

@leonie_learning

81% of students found
recorded lectures

useful

* Based on 272 responses in February survey & 151 responses in June survey

@leonie_learning

Perceived usefulness during
term-time vs revision
Term-time (Feb) n=272

Revision (June) n=251

70%
60%
50%
40%
30%
20%
10%

0%
Not at all

A little bit / slightly

Somewhat /
moderately

Very

@leonie_learning

Similar to previous studies: high student approval, even though
fewer students use recordings extensively
•

•
•

Recordings found useful by 95% of 1140 students (Soong et al. 2006);
95% of 614 students (Bramble & Singh 2011); 74% of 128 medical
students (Bacro et al. 2010) & 73% of 136 geology students
(Traphagan, Kucsera & Kishi 2010)
Positive experiences of using recordings reported by 76% of 815
students (Gosper et al. 2008)
Recordings wanted on more courses by 84% of 1556 students who use
lecture capture (Echo360 2011)

NB approval rates may be inflated by under-representation of
students who don’t use recordings in surveys respondents
•

Taplin, Low & Brown (2011) found 211 accounting students much more
neutral, with only 43% agreeing that recordings made their learning
experience more positive.

@leonie_learning

81%

of students believed they were

likely to do

better in exams

because of access to recorded lectures

* Based on 307 responses in February survey

@leonie_learning

Comparison to previous studies: many students believe
they will perform better in exams because of recordings
• Gosper et al. (2008) surveyed 813 students across 4 universities:
67% believed recordings helped them achieve better results
80% believed recordings made it easier to learn
• vs Taplin et al.(2011) surveyed 209 accounting students:
38% believed recordings helped them achieve better results
47% believed recordings made it easier to learn

However, there is very mixed evidence on how use of
lecture recordings affects students’ exam performance
– so this may be a misconception

@leonie_learning

Potential impact on decisions
Would your choice of
(a)

module

(b)

university

be affected by whether lectures are recorded?
60%
50%

Module choice

40%

University choice

30%
20%

10%
0%
Not at all

Nice to have

Important

* Based on 306 responses in February survey

@leonie_learning

Comparison to previous study: how much students
value recordings
Taplin et al.(2011) asked 206 students how much they would be willing
to pay per semester to access recorded lectures – as a measure of
how much they value them
• 71% would not pay for access
• The mean amount was $14.75 (AUSD, May 2009), SD =
$33.20,
i.e. large variation

@leonie_learning

What aspects of
lecture capture

do students like?

@leonie_learning

Benefits of lecture capture
Please explain what you like about
having recorded lectures*

• To complete notes
• To review a difficult topic
* 259 respondents
(25% of MBBS 1 & 2
& Yr 1 Biomedical
Sciences, Feb 2013)

• Re-watching at own pace
• Back up if absent

@leonie_learning

Completing notes / consolidation
“…the opportunity to go back to a lecture and listen again
when I didn't understand the lecturer because he/she was either

speaking fast, unclear or the topic was complicated.
used few

“Sometimes trying to keep up with note-taking means
that I miss what the lecturer says next. So, I make a note to
go back to the recording and am able to focus on what

the lecturer is saying at that moment."
moderate / regular user

@leonie_learning

“You can skip the bits that you understand the
first time and concentrate on the hard bits.”

Light/occasional user

“I find that I switch off during the lectures half way through.
If I feel like I'm not learning anything during a recording I can

pause it and come back to it later. I can also spend more time
writing down annotations and rewind and re-listen if I don't
understand a particular section.”
Heavy user

“My notes are clearer and easier to learn from
when I listen over lectures in my own time because I can
stop and start and take as much time as I need .”
Heavy user

@leonie_learning

Revision vs Repetition
quick lookover, to refresh your memory
“They're great for a
topic”

on a


“It is excellent to be able to re-listen to
exactly what was said and focus

properly, as many times as you
like.”

@leonie_learning

Back up if absent
“If I miss a lecture they're the next best thing.
I would always much rather be there.”
light/occasional user

“I like the feeling of safety as you have
them for cross-reference and back-up of all
that was said in the lecture theatre.”

@leonie_learning

"These are the best resource provided by the
college, making the course completely accessible at any
time and in any place.

[…] In my case I have been ill for a large part of this year and
would have found it very difficult to remain in the

course without access to the recorded lectures."
heavy user

@leonie_learning

Similar to previous studies: very similar student
comments obtained
• Bramble & Singh (2011) survey responses from nearly 500
students at Queen Mary University, London
• Panther, Wright & Mosse (2012): survey responses from 61
health science students and discussion with 17 focus group
attendees at Monash University.
• Scutter et al. (2010): survey responses from 61 students using
audio podcasts for a medical radiation module at the University of
South Australia

@leonie_learning

What aspects of
lecture capture do

students dislike?

@leonie_learning

Drawbacks of lecture capture
Please explain what you dislike about
having recorded lectures*

• Restricted visuals

• Time taken until available
* 259 respondents
(25% of MBBS 1 & 2
& Yr 1 Biomedical
Sciences, Feb 2013)

@leonie_learning

Uploading delays
“I'd like to go through something on the same day
while it's still fresh in my mind.”

“Unless you want to be behind all the
time, its best to go to the lecture.”
moderate/regular user

@leonie_learning

When recordings are wanted
• Only 10% expect recordings on the same day
• 42% might use them within one week
 Providing recordings within a couple of days should keep
90% of students happy

@leonie_learning

Why do students
prefer live lectures?

@leonie_learning

94%

survey respondents would

still go to lectures if all recorded

* Based on 308 responses, Feb 2013

@leonie_learning

Students prefer live lectures
1. Live is more engaging so easier to concentrate.
2. Too many distractions on the computer / at home
3. You can't see as much in a recording – even with
Echoplayer
4. Discipline of a set routine – and it can take longer to
watch a recording if you're pausing and repeating.

5. Social interaction – both to see friends and be able to
ask the lecturer questions immediately

@leonie_learning

Recordings just for revision
“The lecture recordings are good for
revision, but not a substitute.”
heavy user

“I find the recordings most helpful after I have been
to the lecture, as a recap and as revision.”

@leonie_learning

Better concentration & understanding
“I seem to remember more when I am hearing it
straight from the speaker — for instance
eye-contact really helps my concentration.
Also I like the atmosphere of a large lecture hall.”

“Recordings are too boring to study from, and
being in my room all day would drive me crazy.”
rare user

@leonie_learning

Richer visual experience

“It can be difficult to guess exactly what part of the
slide the lecturer is talking about.
Furthermore, I prefer to actually see who is talking.”

@leonie_learning

Routine needed
“If I was just watching the
lectures online it would be

too easy to fall behind.”

“Helps with motivation to study.
Also means I wake up earlier.”
heavy user

@leonie_learning

Social interaction
“'Live' lectures are much more stimulating, it's enjoyable
to learn with friends, I like to be able to see the lecturer and
their body language / non-spoken communication.”

“Being on campus and a part of the university
environment keeps me motivated. If the only
contact I had was through online lectures I would
begin to feel quite detached from the course.”


@leonie_learning

Similar views to lecturers
“The learning experience is seldom as good in a recording and
should not be seen as a substitute for attending lectures.
I try to make my lectures interactive but in recordings there is

no eye contact, no pointing, no
interaction, interruptions are allowed, they can skip
the entire thing as soon as they are bored.
Also if students see a lecture all at the same time, they can
discuss it together later. If they see the lecture at their own
leisure, the communal aspect of learning is lost and
it is easy to become very isolated.”

@leonie_learning

Similar to previous studies: very similar student
comments obtained
•

Gyspers et al. (2012): survey comments from 438 molecular bioscience
students at the University of Sydney. Also, if there were no face-to-face
lectures 52% of 563 would be disappointed & 23% would be angry.

•

Bramble & Singh (2011) survey comments from nearly 500 students at
Queen Mary University, London

•

Panther, Wright & Mosse (2012): survey comments from 61 health
science students and discussion with 17 focus group attendees at
Monash University.

•

Gosper et al. (2008): survey responses from 199 accounting students
and 4 telephone interviews, plus focus groups with 30 multimedia
students, at Australian universities

@leonie_learning

Why do students
prefer recordings?

@leonie_learning

6%

survey respondents would

not

go to lectures if all recorded

* Based on 308 responses, Feb 2013

@leonie_learning

Reasons recordings preferred
Only 20 respondents prefer recordings to lectures.
Common reasons:

• They prefer to learn at their own pace
• They concentrate better outside the lecture theatre
• They have a long journey to campus

@leonie_learning

Overflow section vs main hall
7% prefer to sit in an overflow section where just the lecture
screen and audio are relayed.
Despite the same restricted visuals as recordings, they like
having more room, a quieter environment, or find it easier to
hear and to see the slides.

@leonie_learning

What are students’
perceptions of
the recordings?

@leonie_learning

Quality perceptions
45%
40%
35%
30%

Very poor

25%

Quite poor

20%

Acceptable
Good

15%

Very Good

10%
5%
0%

Sound

Video image

* Based on 285 respondents (Feb 2013)

Download speed

Time to load

@leonie_learning

Preferred format: Echoplayer
59% prefer Echoplayer (video, screen capture and audio) *
• Better visuals – video feature allows them to see the lecturer or
where they were pointing to on the slides

• Fuller experience – more ‘complete’ information or more similar
to being in the lecture theatre; better integration between audio
and visuals

• Easier to follow the lecture in this format
• Easy to skip / search

@leonie_learning

Preferred format: mp4
41% prefer mp4 vodcast (screen capture and audio) *
• Like having the screen capture, but video of lecturer is unnecessary or
not good enough quality – might use it if pointer on slides showed up

• Focus better without the distraction of too many windows
• For some, Echoplayer won’t work on their preferred device or is too
slow to load or mp4 gives better integration between audio and visuals

• A few particularly wanted to download the lectures, sometimes so they
can be played at different speeds


@leonie_learning

Useful Echo features
Which of these features would you use?*
•
•
•

72% Scene: can jump to a particular slide

•

40% Discussion: can ask questions or make comments at a
particular time point

59% Video: video of the lecturer displayed as well as slides
46% Bookmark: can add a labelled bookmark at a particular
time point

* 114 respondents (Feb 2013)

@leonie_learning

Improvements to lecture delivery
• Use the mouse cursor instead of a laser pointer
• Make it clear what slide you’re talking about (for audio only)
• Speak clearly with the microphone located close enough
• Keep to the allocated time (or final material not recorded)
• Repeat any students’ questions
“I wouldn‟t want the feedback to be that lecturers must
stay very statically next to the microphone, „cause some of
the best lecturers are the ones who wander round.”

@leonie_learning

Including students’ questions
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%

Strongly against

Prefer not


Don't mind

Prefer

Strongly for

@leonie_learning

Why do students think
lecturers decide not
to be recorded?

@leonie_learning

Students’ perceptions of why lecturers
opt out
• 64% believe it is to encourage attendance
• 28% think lecturers are protecting their content, either because of
copyright or intellectual property – some confusion about these terms

• 21% to avoid a permanent record, especially of their mistakes or
inappropriate/ non-PC material/jokes

•
•
•
•
•
•

12% to promote students’ study skills
12% because they’re self-conscious: shy, private or lack confidence
10% think they’ve misunderstood students
6% because recordings are a poorer educational experience for students
5% think they’re being selfish
5% were unsure why

@leonie_learning

Sympathetic to lecturers’ concerns
“If I became a lecturer I personally
wouldn‟t want them posted up either.”

“Do not feel confident enough to be recorded.
Feel under more pressure whilst lecturing.”

@leonie_learning

Frustrated by lecturers’ concerns
“No idea. Irritating. Even if they are scared of making
a mistake, or of inappropriate comments, we are
all intelligent enough to cope with that.”
heavy user

“Concern that they would be held to account over particularly
poor lectures… Concern that they are using copyrighted material
without permission in lectures and that they could be discovered.”

@leonie_learning

Lecturers aiming to benefit students
“You would get more out of the lecture
if you were there in person. People will get
confused just listening to the recordings. ”
non user

“They may feel that the students will pay more attention in
the lecture if there is only one chance of exposure to the
information. (They are wrong; if a student is hungover or
tired, nothing will make them pay more attention.)”

@leonie_learning

Lecturers have misconceptions
“These lecturers believe attendance to be beneficial to learning.
However, I am certain that recordings

are several fold better for
my learning than actual attendance, and I have the self control to
watch a recording rather than skip a lecture completely.”
heavy user

“Feel we're lazy if we don't go, [but it takes] the same amount of time
it's up to the student how they wish to learn. They
don't understand how relied upon it is for revision …They have no real
reasons, just out of touch and selfish. We‟re paying £27k after all!!”
to lean it online and

rare user

@leonie_learning

Lecturers’ concerns about attendance
% serious concern

% minor concern

Undeserved access
Poorer understanding

Less interactivity
Less peer-socialising
More questions post-lectures

Harder to lecture
Less questions asked
Demotivating to lecture

Students falling behind
0

* Based on 33 respondents (May 2013)

20

40

60

80

100

@leonie_learning

Students’ sympathy to typical optout reasons
Copyright material
Sensitive material

Attendance: students may fall behind
Jokes & mistakes held against lecturers
Lecturers self-conscious
Attendance: harder to understand recordings
Students' study skills weaker
Attendance: less interaction opportunities

Attendance: can't tell if students confused…
Students too reliant on recordings
None selected
0%

5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

*200 respondents, but percentages given for 253 who reached previous question

Students' views on lecture capture

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