Lecture capture involves the recording of classroom activities or special events (with either accompanying audio or video). The recording is normally stored digitally on the Internet or in iTunes U for downloading and playing back on computers and portable media players, such as MP3 players and iPods. The recording is sometimes referred to as a podcast or a screencast, and may be audio-only or include video of the lecture (Zhu & Bergom, 2010). Two commonly used lecture capture software programs are Camtasia Studio and Wimba Classroom. Some of the benefits of lecture capture include:
- provides additional resources for students:
- archived lectures,
- tutorials for lab work,
- demonstrations of difficult concepts and complex procedures like printmaking or CPR
- presentations by guest speakers;
- allows students to review material at their own pace and convenience
- offers students more flexibility in note-taking;
- makes time for active learning during class by having the lecture available for viewing before the class meetings
- allows students to catch up with a missed lecture;
- offers another tool for student learning projects (e.g., student-generated podcasts for interviewing locals and sharing with peers in a study-abroad program ) (Zhu & Bergom, 2010).
Despite the popularity and apparent benefits of lecture capture, questions remain regarding the impact of lecture capture on learning in higher education. Here is a summary of several recent research findings on this topic.
- Making the lecture recordings available has no significant effects on attendance (e.g., Larkin, 2010; Nast et al., 2009; Pilarski et al., 2008; von Konsky et al., 2009; Nashash & Gunn, 2013).
- Lecture capture is more likely to be of benefit to low achieving students (Owston, Lupshenyuk, & Wideman, 2011).
- Online presentations might be particularly useful for disciplines that are "equation heavy." (Dey, Burn, & Gerdes, 2009)
- Students who use recordings as study aids may have improved course performance, but students who use recordings as an alternative to class may have a decreased course performance (McNulty JA, Hoyt A, Gruener G, et al.2009, Williams A, Birch E, Hancock P., 2012)
- Enabled deeper engagement with course material ( Edirisingha & Salmon, 2007 as cited in Zhu & Bergom, 2010; Nashash & Gunn, 2013)
- Particularly useful in large, lecture-based courses (May, 2008)
Some concerns or challenges expressed by faculty regarding the use of lecture capture:
- Technology and support (Zhu & Bergom, 2010)
- The possible impact on class attendance
- The extra work involved (Educasue, 2008)
- Privacy and copyright issues(Educasue, 2008)
Written by Aifang Gordon