This document summarizes Matt Cornock's research into how students use lecture capture recordings. Through student interviews and diaries, Cornock found that lecture captures allow students to focus on understanding concepts rather than note-taking, engage more actively by making connections across lectures, and feel more independent in their learning. However, students may develop ineffective study strategies and have unclear perceptions of lecture purposes. Cornock calls for further research into supporting student learning with lecture captures.
Understanding how and why students use lecture captures
1. E-Learning Development Team
elearningyork.wordpress.com
Matt Cornock
@mattcornock
Understanding how and why
students use lecture captures
Matt Cornock
University of York
elearningyork.wordpress.com
@mattcornock
Presentation to TEL Research Group, University of Liverpool. 6 June 2016.
Photo: flickr.com/sarahreido/3245498261
2. E-Learning Development Team
elearningyork.wordpress.com
Matt Cornock
@mattcornock
Where are we now?
‘It would have been nice to
have recordings of lectures.’
‘It would also be extremely helpful for
revision to be able to listen to the lecture
several weeks later.’
‘Class capture video
replays are very useful.‘
‘sometimes notes alone are not
enough to explain key concepts.’
Photo: flickr.com/sarahreido/3120877348
Source: Institutional survey cited by Cornock & Walker (2014)
We need to go beyond ‘nice to have’
3. E-Learning Development Team
elearningyork.wordpress.com
Matt Cornock
@mattcornock
From the literature
Understand the course content
(Soong et al. 2006)
Revision
(Copely 2007)
Supplement note-taking
(Leadbeater et al. 2013)
Control pace of learning
(Cooke et al. 2012)
Attainment
(Wiese & Newton 2013)
Attendance
(Gorissen et al. 2012)
Photo: flickr.com/markusspiske/14327885526
Never a clear picture, as context of the
student experience is not explored.
4. E-Learning Development Team
elearningyork.wordpress.com
Matt Cornock
@mattcornock
(Owston et al. 2011)
Photo: flickr.com/markusspiske/14327885526
Behaviours No Yes
I followed discussions more closely. 55 45
I participated in more discussions. 82 18
I asked more questions during the lecture. 91 9
I paid less attention to the lecture. 95 5
It made not difference to me. 74 26
I focused more on understanding the lecture and less on note-taking. 49 51
From the literature
Suggests that study behaviour is changing. How
can we better support students through this?
6. E-Learning Development Team
elearningyork.wordpress.com
Matt Cornock
@mattcornock
Semi-structured
interviews
Diaries of student
use of captures
Follow-up
interviews
Usage
statistics
Questions about study
context, motivations and
approaches
Research literature
Institutional survey data
Research method
7. E-Learning Development Team
elearningyork.wordpress.com
Matt Cornock
@mattcornock
“I’m doing a lot of things, because I didn’t know about these things before I
came here. I want to explore. I want to try these things and I just realise its
importance in terms of like your future career.”
[G, interview]
Humanising the research
Photo: flickr.com/chleong/11370031695
"My absolute favourite lecturer… I’ve fallen asleep in all three of her
lectures… it’s no reflection on them, it’s just really a struggle"
[J, interview, health issues]
8. E-Learning Development Team
elearningyork.wordpress.com
Matt Cornock
@mattcornock
In the lecture
“There’s just like a battle in my mind…
‘should I write this slide down,
should I just leave it,
should I listen to the lecturer’
…that kind of wastes time, so then I’ve
already missed what the lecturer said”
[K, interview]
Photo: flickr.com/pinkmoose/337545857
Lecture captures allow students to follow the
narrative argument of a lecture instead.
9. E-Learning Development Team
elearningyork.wordpress.com
Matt Cornock
@mattcornock
In the lecture
“I find that I can spend
more time paying attention
to what they are actually saying and
actually the broader argument
that they are trying to make, rather
than worrying about all the
technicalities”
[C, interview] “I like star a lecture slide
to know to go back to it
in the lecture recording"
[I, interview]
Photo: flickr.com/pinkmoose/337545857
12. E-Learning Development Team
elearningyork.wordpress.com
Matt Cornock
@mattcornock
Study time
"I will spend two hours… on a one
hour lecture because I stop it, take
lots of notes, re-listen to bits,
Google a word that they
referenced that I didn’t know what
that meant or I’ve forgotten"
[H, interview]
“Wanted to make sure I fully
understood the theory she was
explaining”
[B, diary]
Photo: flickr.com/130448072@N02/16777048449
Students are engaged with the content, value
the lecturer’s perspective, however possible
concern over ineffective use of time? An
awareness of longer study time with captures
motivated these students to still attend lectures.
13. E-Learning Development Team
elearningyork.wordpress.com
Matt Cornock
@mattcornock
Active learning?
Photo: flickr.com/1246066@N04/5457045659
“you compare two things together
and that’s quite good to be able to
go and listen to the lectures back
because you can listen to one lot
and then the next one like where
they compare the two.”
[L, interview]
As a resource, captures have the potential to allow
students to think within and across modules,
actively learning by making connections.
14. E-Learning Development Team
elearningyork.wordpress.com
Matt Cornock
@mattcornock
Independent learners
"It makes you feel quite independent, because you can
make the decision that you’re not going to that lecture
because you are too tired or you’ve had too much to do
that day… last term I missed three whole days of uni,
because I had interviews for my placement for next year"
[L, interview]
Photo: flickr.com/frielp/2661943
“[Without recordings] I’d have to like email the
lecturer a lot more and like bug them and you
kind of wait on their reply so you can’t finish
off you notes and you can’t tick it off”
[K, interview]
15. E-Learning Development Team
elearningyork.wordpress.com
Matt Cornock
@mattcornock
Perceptions of
lectures
"It’s just like another text book..."
[D, interview]
“It records the lectures and the
lectures are exactly what they
need you to know for the course”
[F, interview]
Photo: flickr.com/1246066@N04/5457045659
Are the purposes of a lecture series clear?
The capture is just another way to utilise the
lecture content, but how that content fits in
with the rest of the module and learning
activities must be explained to students.
16. E-Learning Development Team
elearningyork.wordpress.com
Matt Cornock
@mattcornock
"I never seem to be able to stick to like
one strategy… I’ll get a new idea and
then I’ll do that for a bit and it all just
seems to build up and it seems to work
in the end"
[C, second interview]
How can we better
support learners?
“My mum always says once
you’ve listened to it three times…
like it’s in there for life"
[J, interview]
Photo: flickr.com/emreterok/3891484440
We may need to help students develop from
pre-University study strategies. Students might
experiment to find approaches that work for
them, for that module. For different content
these may change, as will the value of captures.
19. E-Learning Development Team
elearningyork.wordpress.com
Matt Cornock
@mattcornockPhoto: flickr.com/inpivic/5205918831
Further study
Role of the
lecture
Differences in
lecture content
Prioritisation of
career-driven activity
Utility of
capture toolset
Note-making
approaches
Discipline
differences
20. E-Learning Development Team
elearningyork.wordpress.com
Matt Cornock
@mattcornock
References
Cooke, M., Watson, B., Blacklock, E., Mansah, M., Howard, M., Johnson, A., Tower, M., Murfield, J. (2012) ‘Lecture Capture: first year student nurses’ experiences of a web-based lecture technology’,
Australian Journal of Advanced Nursing, 29, 3, 14-21.
Cornock, M. and Walker, R. (2014) Why do students use lecture capture? Interim report on a qualitative research project. Lecture Capture: Building the Evidence Base, 17 December 2014, Loughborough
University, UK.
Cornock, M. (2015). Justifying lecture capture: the importance of student experiences in understanding the value of learning technologies. Extended paper, #867, ALT-C 2015 – Shaping the future of
learning together. Annual Conference of the Association for Learning Technology, 8-10 September 2015, University of Manchester, UK.
Copely, J. (2007) ‘Audio and video podcasts of lectures for campus-based students: production and evaluation of student use’, Innovations in Education and Teaching International, 44, 4, 387-399.
Ford, M. B., Burns, C. E., Mitch, N. and Gomez, M. M. (2012) ‘The effectiveness of classroom capture technology’, Active Learning in Higher Education, 13, 3, 191-201.
Giannokos, M. N., Jaccheri, L. and Krogstie, J. (2015) ‘Exploring the relationship between video lectures usage patterns and students’ attitudes, British Journal of Educational Technology. Early online
release.
Gosper, M., McNeill, M., Woo, K., Phillips, R., Preston, G. and Green, D. (2007) Web-based lecture recording technologies: Do students learn from them? EDUCAUSE 2007: The Best Thinking in Higher ED
IT, 23 - 26 October 2007, Seattle, WA.
Leadbeater, W., Shuttleworth, T., Couperthwaite, J., Nightingale, K. P. (2013) ‘Evaluating the use and impact of lecture recording in undergraduates: Evidence for distinct approaches by different groups
of students’, Computers & Education, 61, 185-192.
Newton, G., Tucker, T., Dawson, J. and Currie, E. (2014) ‘Use of Lecture Capture in Higher Education - Lessons from the Trenches’, TechTrends, 58, 2, 32-45.
Owston, R., Lupshenyuk, D., Wideman, H. (2011) ‘Lecture capture in large undergraduate classes: Student perceptions and academic performance’, Internet and Higher Education, 14, 262-268.
Soong, S. K. A., Chan, L. K., Cheers, C., Hu, C. (2006) ‘Impact of video recorded lectures among students’, Proceedings of the 23rd annual ascillite conference: Who’s learning? Whose technology?, 3-6
December 2006, Sydney, Australia.
Wiese, C. and Newton, G. (2013) ‘Use of Lecture Capture in Undergraduate Biological Science Education’, The Canadian Journal for the Scholarship of Teaching and Learning, 4, 2, Article 4.
