Date post: | 16-May-2015 |
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@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?
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Background
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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)
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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
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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.
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Data sources (2012-13)
1 week pop up survey
Nov Dec Jan Feb Mar Apr May
Lecturer self-report
mini poll
focus groups
survey
Student logs (medicine)
Student self-report
survey 1
focus groups
survey 2
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How much do
students value lecture capture?
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81% of students found
recorded lectures useful
* Based on 272 responses in February survey & 151 responses in June survey
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Perceived usefulness during term-time vs revision
Not at all A little bit / slightly
Somewhat / moderately
Very0%
10%
20%
30%
40%
50%
60%
70%
Term-time (Feb) n=272 Revision (June) n=251
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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.
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81% of students believed they were
likely to do better in examsbecause of access to recorded lectures
* Based on 307 responses in February survey
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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
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Potential impact on decisions
Not at all Nice to have Important0%
10%
20%
30%
40%
50%
60%
Module choice
University choice
* Based on 306 responses in February survey
Would your choice of
(a) module (b) university be affected by whether lectures are
recorded?
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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
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What aspects of lecture capture
do students like?
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Benefits of lecture capture
• To complete notes
• To review a difficult topic
• Re-watching at own pace
• Back up if absent
Please explain what you like about having recorded lectures*
* 259 respondents(25% of MBBS 1 & 2 & Yr 1 Biomedical Sciences, Feb 2013)
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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.
“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."
used few
moderate / regular user
@leonie_learning
“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
“You can skip the bits that you understand
the first time and concentrate on the hard bits.”
Light/occasional 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
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Revision vs Repetition
“They're great for a quick look-over, to refresh your memory on a topic”
“It is excellent to be able to re-listen to
exactly what was said and focus properly, as many times as you like.”
moderate / regular user
moderate / regular user
@leonie_learning
Back up if absent
“If I miss a lecture they're the next best
thing. I would always much rather be
there.”
“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.”
light/occasional user
light/occasional user
@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
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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
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What aspects of lecture capture do
students dislike?
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Drawbacks of lecture capture
• Restricted visuals
• Time taken until available
Please explain what you dislike about having recorded lectures*
* 259 respondents(25% of MBBS 1 & 2 & Yr 1 Biomedical Sciences, Feb 2013)
@leonie_learning
Uploading delays
“Unless you want to be behind all the time, its best to go to the lecture.”
“I'd like to go through something on the same day while it's still fresh in my mind.”
moderate/regular user
light/occasional user
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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
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Why do students
prefer live lectures?
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94% survey respondents would still go to lectures if all recorded
* Based on 308 responses, Feb 2013
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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
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Recordings just for revision
“The lecture recordings are good for
revision, but not a substitute.”
“I find the recordings most helpful after I have
been to the lecture, as a recap and as
revision.”
heavy user
light/occasional user
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Better concentration & understanding
“Recordings are too boring to study from,
and being in my room all day would drive me crazy.”
“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.”
rare user
light/occasional user
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Richer visual experience
light/occasional user
“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.”
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Routine needed
“If I was just watching the
lectures online it would be
too easy to fall behind.”
light/occasional user
“Helps with motivation to
study. Also means I wake up earlier.”
heavy user
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Social interaction
“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.”
light/occasional user
“'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.”
light/occasional user
@leonie_learning
“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.”
Similar views to lecturers
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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
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Why do students
prefer recordings?
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6% survey respondents would not go to lectures if all recorded
* Based on 308 responses, Feb 2013
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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
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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.
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What are students’ perceptions of the recordings?
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Quality perceptions
* Based on 285 respondents (Feb 2013)
Sound Video image Download speed
Time to load0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Very poorQuite poorAcceptableGoodVery Good
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Preferred format: Echoplayer
* Based on 291 respondents (Feb 2013)
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
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Preferred format: mp4
* Based on 191 respondents (Feb 2013)
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
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Useful Echo features
• 72% Scene: can jump to a particular slide
• 59% Video: video of the lecturer displayed as well as slides
• 46% Bookmark: can add a labelled bookmark at a particular time point
• 40% Discussion: can ask questions or make comments at a particular time point
Which of these features would you use?*
* 114 respondents (Feb 2013)
@leonie_learning
• 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
Improvements to lecture delivery
“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.”
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Including students’ questions
* Based on 296 respondents (Feb 2013)
Strongly against
Prefer not Don't mind Prefer Strongly for0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
@leonie_learning
Why do students think lecturers decide not to be recorded?
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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
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Sympathetic to lecturers’ concerns
“Do not feel confident enough to be
recorded. Feel under more pressure
whilst lecturing.”
moderate/regular user
“If I became a lecturer I personally
wouldn’t want them posted up
either.”
moderate/regular user
@leonie_learning
Frustrated by lecturers’ concerns
“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.”
heavy user
“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.”
moderate/regular user
@leonie_learning
Lecturers aiming to benefit students
“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.)”
non user
“You would get more out of the lecture if you were there in person.
People will get confused just listening to
the recordings. ”
light/occasional user
@leonie_learning
Lecturers have misconceptions
“Feel we're lazy if we don't go, [but it takes] the same amount
of time to lean it online and 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!!”
rare user
“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
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Lecturers’ concerns about attendance
Students falling behind
Demotivating to lecture
Less questions asked
Harder to lecture
More questions post-lectures
Less peer-socialising
Less interactivity
Poorer understanding
Undeserved access
0 10 20 30 40 50 60 70 80 90 100
% serious concern % minor concern
* Based on 33 respondents (May 2013)
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Students’ sympathy to typical opt-out reasons
*200 respondents, but percentages given for 253 who reached previous question
None selected
Students too reliant on recordings
Attendance: can't tell if students confused / bored
Attendance: less interaction opportunities
Students' study skills weaker
Attendance: harder to understand recordings
Lecturers self-conscious
Jokes & mistakes held against lecturers
Attendance: students may fall behind
Sensitive material
Copyright material
0% 10% 20% 30% 40% 50%