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Students’ perceptions and perceived
value of lecture capture in teacher
education
Ilkka Kukkonen
    @ilkkakukkonen
DIVERSE 2012, KU Leuven 4.7.2012
Students’ perceptions and perceived value of lecture capture in teacher education
Challenges for teacher training
•   Improve overall quality, commitment and effects with
    optimal resource allocation
•   Support personal learning paths and flexibility in
    participation
•   Develop pedagogical thinking and research
    orientation
•   Develop effective study strategies and metacognitive
    skills
•   Cultural understanding for the new digital media and
    integration of ICT in education
RETENTION AND CLARIFICATION
COMPENSATION OF ATTENDANCE
NOTETAKING ABILITY AND QUALITY
WORK AND STUDIES
FAMILY AND STUDIES
SUPPORTING
LINGUISTIC
UNDERSTANDING
LEARNING DIFFICULTIES OR DISABILITIES
PREPARING FOR EXAMINATIONS
Pedagogical challenges
• Lecture treats the members of audience equally by
  default
• Providing just the right amount of challenge to right
  audience
• Recordings are long, students prefer short videos
• Highlighting certain parts of the lecture from the
  recording
• Lectures are social events
• Measurement and development
• ”Does it create better learning outcomes?”
Students’ perceptions and perceived value of lecture capture in teacher education
(CC) Uniinnsbruck @ Flickr
Missouri School of Journalism lecture. (CC) Brett Jordan @ Flickr
Project approach to support the development
(”MOVIE”, 2011-2012)
•   The development of pedagogical quality and
    effectiveness of lecture capture
    –   How the students are using the recorded lectures to
        support their studies?
    –   How can we measure of the impact in various
        contexts?
    –   How the pedagogical quality of the lecture capture
        can be improved?
Student profiles: data collection
         •   Questionnaire
?
             – Demographic characteristics
             – Educational background
             – Study strategies and learning preferences
             – Beliefs, wants and wishes
             – Experiences and experienced added value
             – Expected grades and final results
         • Usage data
         • Discussions, notes, bookmarks
         • Supplemental Interviews
PHYSICS AND CHEMISTRY (N=110)
QUANTITATIVE RESEARCH (N=113 & 89)
Encouraging preliminary results (N=113)
•   81% would like to increase the use of lecture capture in their studies
•   85% would recommend lecture capture for their peers



                                              A. Possibility for independent studies
                            64%
    57%
           49%      50%                       B. Retention and repetition of classes



                                              C. Illuminated unclear themes from lectures



                                              D. Helped to prepare for final exams
    A      B       C      D
N=113
Students’ perceptions of importance of the lecture
capture functions and features (avg.)
•   Detailed screen/Powerpoint presentation shown on the
    recording 4,48/5
•   Audio from discussions between the lecturer and audience
    4,11/5
•   Lecturer’s hand written notes on whiteboard 4,05/5
•   Video projection of lecturer 3,55/5
•   Possibility to download lecturer’s slides and materials for the
    offline use 3,86/5
•   Possibility to ask questions from the lecturer or comment on
    the lecture 2,98/5
Approximately 40% used social media
actively as informal peer support
channel to support their studies
                                      N=113
Summary on preliminary results and challenges
• Students seem willing to increase the use of lecture
  capture in their studies
• Use of LC is seen as democratic method for
  participation
• It takes time to develop personal study strategies and
  build trust for LC
• Impact on lecture attendance depends on the
  previous experiences and study strategies
• Students form personal educational relationship with
  the lecturer so lecturer must understand the format
Summary on preliminary results and challenges
• Lecture capture seems to be more efficient for lower
  achieving students
   – Supporting conceptual understanding for content,
     metacognition and efficient study strategies
• Viewing volumes seem to have correlation to
  experienced value and grades
• Challenge is to create meaningful learning contexts for
  students
   – Include lecture capture in learning design
   – Summarize, contextualize and engage interaction
Pedagogic development challenge
• Students have no clear insight on how to use
  recordings to support their learning processes by
  default
   – Need to clarify motives and study preferences
     with lecture capture
• Teachers do not know how their recordings are used
  or how to integrate lecture capture in learning
  environment
   – Need to develop and test and share coherent
     pedagogical formats regarding lecture capture
Usability study (3-6/2012, N=16)
Usability study (3-6/2012, N=16)

•   4 short lectures with different statistical assignments
•   How does the interface and features support viewing?
•   How students find the essential parts of the lecture?
•   Effect of the teacher’s notes and personal bookmarks
•   Familiarity of the content
•   Pair work vs. solo performance
•   Usage data, mouse tracking, eye tracking, video
•   Supplemental interviews and survey
Students’ perceptions and perceived value of lecture capture in teacher education
LECTURER



SLIDES




                               NAVIGATION




         TIMELINE
Students’ perceptions and perceived value of lecture capture in teacher education
Students’ perceptions and perceived value of lecture capture in teacher education
Students’ perceptions and perceived value of lecture capture in teacher education
Total viewing time: regions
% of total viewing time




                                                        Navigation
                                                        Timeline
                                                        Lecturer
                                                        Slides
Time with assignments
Time in minutes




                                                                           Standard
                                                                           deviation

                                                                           Mean




                   Recording 1   Recording 2   Recording 3   Recording 4
Used features
% of users used at least once




                                 Scenes
                                 Forward / Reverse
                                 Personal bookmarks
                                 Teacher remarks
                                 Timeline
Viewing styles



                        From B to E + Realtime
                        From B to E
                        Paused + Realtime
                        Paused




    Single       Pair
Performance
% answers correct




                                                                               Question 1
                                                                               Question 2
                                                                               Question 3




                       Recording 1   Recording 2   Recording 3   Recording 4
From monologue to engaging experience
• Acknowledge remote participants by looking at camera
• Highlight and signpost essential topics with verbal and
  visual cues in live lectures
• Augment recorded lectures with timeline-based
  comments or engage discussion with questions
• Encourage viewing on the lectures and introduce
  potential effective viewing styles and strategies
• Create introductory materials for self-study
• Index the lectures for easier use and embed to
  meaningful context
PROCESS            DESIGN          GATHERING            ANALYSIS



   2003              2010               2011               2012

Development       Background        Conducting the       Supportive
   begins            study              study              teacher
                                                         interviews
Experimenting    Developing and     Lecture capture
 with various      testing the        in research      Usability study
 technologies        research         framework
                                                      Data analysis and
                   framework
 “Simultaneus                       Data gathering     interpretation
Space”-concept   Project proposal    and analysis
                                                      Documentation
Networking in      Partnering,      Reporting and
                                                       Reporting and
    SIG’s           funding         dissemination
                                                       dissemination
Thanks!
Talk more? Collaborate?
http://aducate.fi/movie
ilkka.kukkonen@uef.fi
  @ilkkakukkonen
                          www.aducate.fi
                          www.uef.fi

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Students’ perceptions and perceived value of lecture capture in teacher education

  • 1. Students’ perceptions and perceived value of lecture capture in teacher education Ilkka Kukkonen @ilkkakukkonen DIVERSE 2012, KU Leuven 4.7.2012
  • 3. Challenges for teacher training • Improve overall quality, commitment and effects with optimal resource allocation • Support personal learning paths and flexibility in participation • Develop pedagogical thinking and research orientation • Develop effective study strategies and metacognitive skills • Cultural understanding for the new digital media and integration of ICT in education
  • 10. LEARNING DIFFICULTIES OR DISABILITIES
  • 12. Pedagogical challenges • Lecture treats the members of audience equally by default • Providing just the right amount of challenge to right audience • Recordings are long, students prefer short videos • Highlighting certain parts of the lecture from the recording • Lectures are social events • Measurement and development • ”Does it create better learning outcomes?”
  • 15. Missouri School of Journalism lecture. (CC) Brett Jordan @ Flickr
  • 16. Project approach to support the development (”MOVIE”, 2011-2012) • The development of pedagogical quality and effectiveness of lecture capture – How the students are using the recorded lectures to support their studies? – How can we measure of the impact in various contexts? – How the pedagogical quality of the lecture capture can be improved?
  • 17. Student profiles: data collection • Questionnaire ? – Demographic characteristics – Educational background – Study strategies and learning preferences – Beliefs, wants and wishes – Experiences and experienced added value – Expected grades and final results • Usage data • Discussions, notes, bookmarks • Supplemental Interviews
  • 20. Encouraging preliminary results (N=113) • 81% would like to increase the use of lecture capture in their studies • 85% would recommend lecture capture for their peers A. Possibility for independent studies 64% 57% 49% 50% B. Retention and repetition of classes C. Illuminated unclear themes from lectures D. Helped to prepare for final exams A B C D
  • 21. N=113
  • 22. Students’ perceptions of importance of the lecture capture functions and features (avg.) • Detailed screen/Powerpoint presentation shown on the recording 4,48/5 • Audio from discussions between the lecturer and audience 4,11/5 • Lecturer’s hand written notes on whiteboard 4,05/5 • Video projection of lecturer 3,55/5 • Possibility to download lecturer’s slides and materials for the offline use 3,86/5 • Possibility to ask questions from the lecturer or comment on the lecture 2,98/5
  • 23. Approximately 40% used social media actively as informal peer support channel to support their studies N=113
  • 24. Summary on preliminary results and challenges • Students seem willing to increase the use of lecture capture in their studies • Use of LC is seen as democratic method for participation • It takes time to develop personal study strategies and build trust for LC • Impact on lecture attendance depends on the previous experiences and study strategies • Students form personal educational relationship with the lecturer so lecturer must understand the format
  • 25. Summary on preliminary results and challenges • Lecture capture seems to be more efficient for lower achieving students – Supporting conceptual understanding for content, metacognition and efficient study strategies • Viewing volumes seem to have correlation to experienced value and grades • Challenge is to create meaningful learning contexts for students – Include lecture capture in learning design – Summarize, contextualize and engage interaction
  • 26. Pedagogic development challenge • Students have no clear insight on how to use recordings to support their learning processes by default – Need to clarify motives and study preferences with lecture capture • Teachers do not know how their recordings are used or how to integrate lecture capture in learning environment – Need to develop and test and share coherent pedagogical formats regarding lecture capture
  • 28. Usability study (3-6/2012, N=16) • 4 short lectures with different statistical assignments • How does the interface and features support viewing? • How students find the essential parts of the lecture? • Effect of the teacher’s notes and personal bookmarks • Familiarity of the content • Pair work vs. solo performance • Usage data, mouse tracking, eye tracking, video • Supplemental interviews and survey
  • 30. LECTURER SLIDES NAVIGATION TIMELINE
  • 34. Total viewing time: regions % of total viewing time Navigation Timeline Lecturer Slides
  • 35. Time with assignments Time in minutes Standard deviation Mean Recording 1 Recording 2 Recording 3 Recording 4
  • 36. Used features % of users used at least once Scenes Forward / Reverse Personal bookmarks Teacher remarks Timeline
  • 37. Viewing styles From B to E + Realtime From B to E Paused + Realtime Paused Single Pair
  • 38. Performance % answers correct Question 1 Question 2 Question 3 Recording 1 Recording 2 Recording 3 Recording 4
  • 39. From monologue to engaging experience • Acknowledge remote participants by looking at camera • Highlight and signpost essential topics with verbal and visual cues in live lectures • Augment recorded lectures with timeline-based comments or engage discussion with questions • Encourage viewing on the lectures and introduce potential effective viewing styles and strategies • Create introductory materials for self-study • Index the lectures for easier use and embed to meaningful context
  • 40. PROCESS DESIGN GATHERING ANALYSIS 2003 2010 2011 2012 Development Background Conducting the Supportive begins study study teacher interviews Experimenting Developing and Lecture capture with various testing the in research Usability study technologies research framework Data analysis and framework “Simultaneus Data gathering interpretation Space”-concept Project proposal and analysis Documentation Networking in Partnering, Reporting and Reporting and SIG’s funding dissemination dissemination