Faculty members at Portland State University (PSU) show more interest in lecture capture. A number of instructors are already capturing lectures and creating podcasts and screencasts as additional learning resources for students. Approximately 70% of US colleges and schools of pharmacy reported routinely using classroom lecture capture software for curriculum delivery (Monaghan, Cain, Malone, Chapman, Walters, Thompson, & Riedl, 2011). This trend likely corresponds with the boom in online education (Allen&Seaman, 2010; Parker, Lenhart,& Moore, 2011) and students’ desires for mobile education options (Evans, 2008; McGarr, 2009).
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 CamtasiaStudio and WimbaCalassroom. 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)
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 (EDUCAUSE, 2008)
- Privacy and copyright issues(EDUCAUSE, 2008)
Allen, E.,&Seaman, J. (2010). Class differences: Online education in the United States, 2010. Needham, MA: Sloan Consortium.
Edirisingha, P., & Salmon, G. (2007). Pedagogical models for podcasts in higher education, paper presented at the Eden Conference, Naples, Italy, 13-16th, June.
Educause (2008). 7 things you should know about lecture, Retrieved February 5, 2014, from http://net.educause.edu/ir/library/pdf/eli7044.pdf
Larkin, H. (2010). ‘‘But they won’t come to lectures .. . ’’ The impact of audio recorded lectures on student experience and attendance. Australasian Journal of Educational Technology, 26,238–249.
May, V. V. (2008). Lecture capture pilot project results. Retrieved February 5, 2014 from http://www.dartmouth.edu/~dcal/resources/documents/lecturecapture
McNulty JA, Hoyt A, Gruener G, et al. An analysis of lecture video utilization in undergraduate medical education: associations with performance in the courses. BMC Med Educ. 2009;9(1):6.
Monaghan, M. S., Cain, J. J., Malone, P. M., Chapman, T. A., Walters, R. W., Thompson, D. C., & Riedl, S. T. (2011). Educational technology use among US colleges and schools of pharmacy. American Journal of Pharmaceutical Education, 75(5), 1-9.Nashash, H. Al, & Gunn, C. (2013). Lecture Capture in Engineering Classes : Bridging Gaps and Enhancing Learning, 16, 69–78.
Nast, A., Scha ¨fer-Hesterberg, G., Zielke, H., Sterry, W., & Rzany, B.(2009). Online lectures for students in dermatology:Areplacement for traditional teaching or a valuable addition? Journal of the Eur- opean Academy of Dermatology & Venereology, 23, 1039–1043.Owston, R., Lupshenyuk, D., & Wideman, H. (2011). Lecture capture in large undergraduate classes: Student perceptions and academic performance. The Internet and Higher Education, 14(4), 262–268.
Parker, K., Lenhart, A., & Moore, K. (2011, August 28). The digital revolution and higher education. Pew Internet and American Life Project. Retrieved from http://pewinternet.org/~/media//Files/Reports/2011/PIP-Online-Learning.pdf
Pilarski, P. P., Johnstone, D. A., Pettepher, C. C., & Osheroff, N. (2008). From music to macromolecules: Using rich media/podcast lecture recordings to enhance the preclinical educational experi- ence. Medical Teacher, 30, 630–632.
von Konsky, B. R., Ivins, J., & Gribble, S. J. (2009). Lecture attendance and web based lecture technologies: A comparison of student perceptions and usage patterns. Australasian Journal of Educational Technology, 25, 581–595.
Williams A, Birch E, Hancock P. The impact of online lecture recordings on student performance. Aust J Educ Technol. 2012; 28(2):199-213.
Zhu, E. & Bergom, I. (2010). Lecture capture: A guide for effective use. Retrieved fromhttp://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no27.pdf