A study exploring the impact of lecture capture availability and lecture capture usage on student attendance and attainment

A study exploring the impact of lecture capture availability and lectu (SpringerLink)
Lecture capture is widely used within higher education as a means of recording lecture material for online student viewing. However, there is some uncertainty around whether this is a uniformly...
Research from the International Journal of Higher Education Research.

A lot of interesting findings from this research that point to challenges for online, blended/hybrid, and face-to-face learning.

Very interesting that lecture capture has no impact on attainment of content or attendance. Generally there is a strong negative impact of lecture capture on all aspects of classroom performance.

This has been my challenge. I create lecture captures to help students that may be absent. But, my primary reasons are: transparency, supporting English Language Learners, scaffolding students with special needs…and people learn at different speeds (some students might want to scrub through a lecture and figure out what they missed). I think there is a need to explain the “why” to students…and explain the “why” to faculty.

The full abstract:

Lecture capture is widely used within higher education as a means of recording lecture material for online student viewing. However, there is some uncertainty around whether this is a uniformly positive development for students. The current study examines the impact of lecture capture introduction and usage in a compulsory second year research methods module in a undergraduate BSc degree. Data collected from a matched cohort before (N = 161) and after (N = 160) lecture capture introduction showed that attendance substantially dropped in three matched lectures after capture became available. Attendance, which predicts higher attainment (controlling for students’ previous grade and gender), mediates a negative relationship between lecture capture availability and attainment. Lecture capture viewing shows no significant relationship with attainment whilst factoring in lecture attendance; capture viewing also fails to compensate for the impact that low attendance has on attainment. Thus, the net effect of lecture capture introduction on the cohort is generally negative; the study serves as a useful example (that can be communicated students) of the pitfalls of an over-reliance on lecture capture as a replacement for lecture attendance.

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