Benefits of Recording Your Lectures

The recording of taught sessions using lecture capture technology is becoming increasingly common practise in higher education.  The UCISA Report: 2014 Survey of Technology Enhanced Learning estimated 63% of University in the UK have invested in a central lecture capture system with an increase of 12% since 2012 (Walker et al. 2016).  It has proved overwhelmingly popular amongst students of all levels, both studying face-to-face and online.   This article will explain some of the reasons why lecture capture has become a staple part of the student experience in many institutions by focusing on the pedagogic benefits that lecture capture provides.

What are the Benefits of Lecture Capture?

There are many advantages of capturing your practice through video recordings, both for you the tutor as well as your students. Below are just some of the benefits of using Teesside University’s ReView service to record your teaching and learning :

Help to Close Knowledge Gaps 

Having lecture recordings available online can give students the comfort of knowing that they can revisit materials after the face-to-face session. This can help to close the gaps in your students’ knowledge as they are able to review difficult concepts after the live lecture. Also, not all students learn at the same pace. Some may gain a strong understanding of a topic during the live lecture, whereas others may need to revisit their notes afterwards in order to grasp a thorough understanding of the topics covered. By recording your lectures, you’re providing students with an opportunity to revisit your lecture materials and absorb your content in a way that suits their individual learning styles.

The majority of students access Lecture Recordings in order to clarify areas that they did not understand from the lecture. (Soong et al., 2006)

Students are eager to be able to use Lecture Capture to review course content at a later date to enable them to clarify difficult concept. (Davis et al., 2009)

Facilitate Flipped Classroom Approach

Unlike the traditional didactic lecture, the flipped classroom approach involves delivery of the core information prior to the face-to-face session followed by student centred activities during class.  This approach enable students to use the contact time to deepen and reinforce their learning.

Dr Stephen Rutherford (Video interview, 2017) from Cardiff University noted that delivering his lectures using the flipped classroom approach using video was beneficial because students can do their learning at their own phase. Furthermore,  the actual lecture sessions themselves were quite different because he was able to ask students questions and was able to interact with them a lot more.

Help Students Prepare for Their Exams and Assessment

Various studies around lecture capture have shown that lecture recordings are most often viewed around assessment periods. Having lecture recordings available online gives students the ability to revisit and review challenging topics that they might not have fully-understood within the lecture.

Elliott & Neal (2015) found that students at Lancaster University made greater use of LC in the days preceding exams, and noted that they were using LC to help them take better lecture notes and understand the more difficult sections of lectures.

Enhance Student Learning Experience 

Throughout the lecture capture literature, it is evident that students strongly perceive that the provision of LC enhanced their learning experience.  Students are also the biggest drivers for institutes and tutors to adopt LC.

Many students report that they find it much easier to learn material on a course where Lecture Capture is available. (Traphagan et al., 2009)

Scott & Summerside (2013, p.12) quote from a student who says, ”Without a doubt [LC was] the best resource made available to me in my time at university, I was lucky in my exam timetable that I could dedicate the May bank holiday to stats weekend, over which I worked through my lecture notes by reattending all of my lectures on ReCap*, this provided an excellent structure to my revision and the ability to watch consecutive lectures was fantastic, a lot of people moan about top up fees but if they are going to [provide] facilities like this then I say they are worth every penny. I only hope that many more of my modules next year take on the scheme as I can definitely say that this has aided my exam results no end”.

*Newcastle University’s Lecture Capture Service

Relief the Pressure of Note-taking 

Quite often, students are more focused on taking down notes during a lecture session, may potentially miss out key information or discussions.  Several studies on lecture capture agree that recording live lecture relieves this pressure of note-taking and enable student to devote their undivided attention to the lecture content.

Students are able to spend less time taking notes and are able to engage with the course material rather than focusing on taking notes. (Karnad, 2013)

Students noted the uses of LC by saying that it relieved some of the pressure of note taking within lectures and 41% reported that they asked more questions within class as a result of the introduction of LC as they concentrated less of taking notes. (Pearce & Scutter, 2010)

Greater Equality of Access

Lectures bring together diverse groups of students who all learn in different ways. Having materials available for students to revisit after a session can be particularly beneficial to students with learning difficulties and students from Non-English Speaking Background (NESB).

Leadbeater et al., (2013) found that 6/7 ‘High Users’, those that who watch >5 hours of recordings per module, reported themselves to have specific learning difficult suggesting that LC was a particularly valuable resource to them.

Students with physical, or learning disabilities are thought to find recorded lectures particularly useful as a way to manage the pressure of note-taking in class, or managing their disabilities with regards to attending lectures (Williams, 2006)

NESBs rank Lecture Capture as very helpful when clarifying key points that they find difficult to comprehend in class (Pearce and Scutter, 2010)

References

Davis, S., Connolly, A. & Linfield, E., 2009. Lecture capture: making the most of face-to-face learning. Engineering Education: Journal of the Higher Education Academy Engineering Subject Centre, 4(2), pp.4–13.

Elliott, C. & Neal, D., 2015. Evaluating the use of lecture capture using a revealed preference approach. University of Huddersfield Repository, pp.1–16.

Flipping the Classroom – Video Case Study from Cardiff University by Dr Stephen Rutherford https://www.cardiff.ac.uk/learning-hub/view/flipping-the-classroom-video-case-study

Karnad, A., 2013. Student use of recorded lectures: a report reviewing recent research into the use of lecture capture technology in higher education, and its impact on teaching methods and attendance. London: LSE

Leadbeater, W. et al., 2013. Evaluating the use and impact of lecture recording in undergraduates: Evidence for distinct approaches by different groups of students.
Computers Education, 61, pp.185–192.

Pearce, K., & Scutter, S. (2010). Podcasting of health sciences lectures: benefits for students from a non-English speaking background. Australasian Journal of Educational Technology, 26, 1028–1041

Scott, L. & Summerside, C., 2013. Lecture Capture – views of a single institution and a managed regional service, Newcastle, UK.

Soong, S.K.A., Chan, L.K. & Cheers, C., 2006. Impact of video recorded lectures among students. In Proceedings of the 23rd annual ascilite conference: Who’s learning? Whose technology? Ascilite 2006. Sydney, The University of Sydney. Sydney, pp. 789–793.

Traphagan, T., Kucsera, J. V & Kishi, K., 2009. Impact of class lecture webcasting on attendance and learning. Educational Technology Research & Development, 58(1), pp.19–37.

Williams, J., 2006. The Lectopia service and students with disabilities. In Proceedings of the 23rd annual ascilite conference: Who’s learning? Whose technology? Ascilite 2006. The University of Sydney. Sydney, pp. 881–884.