STLHE 2015

Postsecondary institutions in Canada and abroad are increasingly investing significant financial and people resources in implementing lecture capture technologies, which allow instructors to record their lectures, or part of their lectures, and make them available on the web for students to see at any time and any place (Ford et al., 2012; Owlston et al., 2011). In 2013 the research team from two Canadian institutions collected data from 1,891 students and 13 instructors about their use of lecture capture technology in their learning. In addition to collecting data on learners viewing habits, the uses of lecture capture and student final grades, all participants also completed the teaching/learning approaches questionnaire, which determines whether participants used a surface or deep approach to learning. Participants' demographic data were collected too. In this session we will discuss the preliminary results of our research project. Participants will explore a difference in the ways different student subgroups (female/male; surface/deep learners; ESL/non-ESL, etc.) use lecture capture, investigate students’ perception of its benefits, and brainstorm situations in which lecture capture technology can best support learning and teaching in different contexts. This will also be an opportunity for participants to reflect on broader issues of the Scholarship of Teaching and Learning and the role educational developers can and should play.

Euzent, P., Martin, T., Moskal, P., & Moskal, P. (2011). Assessing student performance and perceptions in lecture capture vs. face-to-face course delivery. Journal of Information Technology Education, 10, 295-307. 

Ford, M. B., Burns, C. E., Mitch, N., & Gomez, M. M. (2012). The effectiveness of classroom capture technology. Active Learning in Higher Education, 13(3), 191-201. 

Owston, R., Lupshenyuk, D., & Wideman, H. (2011). Lecture capture in large undergraduate classes: What is the impact on the teaching and learning environment? The Internet and Higher Education, 14 (4), 262-268.

Shaw, G. P., & Molnar, D. (2011). Non-native English language speakers benefit most from the use of lecture capture in medical school. Biochemistry and Molecular Biology Education, 39(6), 416-420.