Student Digital Champion: Thoughts on the UCISA Beyond Lecture Capture event

Eryk Gadomski presenting at conference

This report has been written by Student Digital Champion Eryk Gadomski for the Technology Enhanced Learning (TEL) department at the University of Derby.

I had the opportunity to accompany Laura Hollinshead – from the Technology Enhanced Learning (TEL) department at the University of Derby – to the Universities and Colleges Information Systems Association (UCISA) conference in London on Thursday the 14th of June 2018. The DEG Beyond lecture capture conference was aimed to share institutional research and experience about lecture capture and support around it. In this report I will outline my personal opinion on the various sessions that I attended and suggest recommendations to improve lecture capture at the University of Derby.  

How are Students engaging with lecture recordings as a study resource? Key findings from a 4-year research study at the University of York by Richard Walker.  

I commemorate the University of York for a four year dedication into the research of lecture capture. I do think that it is something the TEL team at the University of Derby could consider to finally end the lengthy debate whether the system is beneficial and is utilised by the students. However, such a project costs money, time and personal investment. Thus, collaborating with the University of York TEL team equivalent would be a solution to gain data and shine some positive perspective on lecture capture.  

Lecture theatreThe talk has changed my strategy as to how I would structure the University of Derby lecture capture policy. At the University of York 60% of the department are opt-out with two courses, history and sociology, that do not subscribe to this policy. Meetings and consultations have apparently been taken to not implement such a policy. Before the conference I wished that the policy would be changed on an institutional level. Now I believe that such change will never be made due to the style and preferences of individual lecturers.  

As a biology student at the University of Derby I was very interested to find out that the top 5 courses at the University of York which use lecture capture are all sciences with the biology programme (24%) being number one.  

Recommendations: 

  • The only way to make the right change to a digitally literate university is to have a departmental policy for lecture capture rather than an institutional one.
  • Academics to enable the ability to download the recordings to use on the go. However, I appreciate that it would be harder to do because of content privacy. 
  • Create a Panoptotutorial and introduce it to the introduction package along with other permanent tutorials such as ‘how to use UDO.’ This would show the upcoming students how to use Panopto more efficiently e.g. making notes and discussion board. Which would increase the use of Panopto. 

An institutional approach to lecture capture – enhancing the student experience by Louise Robson from the University of Sheffield. 

Microphone and headphonesThe University of Sheffield has begun the opt-out system this year using the echo360 programme. 86% of the lectures are recorded. The talk showed that the university has reviewed research into lecture capture to make such of such a vital decision to be an opt-out university. Such research is conducted by Holbrook & Dupont 2009, Pursel & Fang 2012, Phillips et al 2011, and Leadbeater et al 2013 has been highlighted in the presentation.  

As many institutions the reasons for lecture recordings is to: 

  • Provide content which shall support revision
  • Supply content which shall support the student during illnesses or other emergencies
  • Supply content for making notes which shall improve the understanding of the student and finally to manage workload

Many students believe that the maintenance loan does not help enough financially, and so part-time work is required. Employers work hard to manage the timetable around the student’s studies, however, there are some that do not. Lecture capture relieves stress from the students if they are found in such a position. 

Key Statistics: 

  • When lecture capture was introduced there was a 50% usage at the university. Once lecture capture has been established into the course and modules the percentage went up to 97%.  
  • 65% of students preferred access to live lectures (lectures they attend), lecture capture and online resources. 
  • In a survey asking ‘why students use lecture capture’ 95% answered to improve their understanding. 
  • 78% of students said that lecture capture enhances their revision.
  • 62% of students said that lecture capture reduces their anxiety. This could be a factor in helping students deal with their mental health. 
  • There is a 2% module grade increase. Lecturers performance is able to improve as the accessto lecture capture data can indicate hotspots in the session.

In the presentation there was a student feedback comment which I personally agree with that stated, “lecture capture allows the students to sit, listen and absorb the content rather than write constantly throughout the session”. I agree because as I sit, listen and absorb the content then later listen to Panopto recording and make more sufficient notes.      

Recommendations: 

  • Point out that during induction of the module or programme that lecture capture is used as a supplement and to manage the student’s expectation to avoid disappointment or negative feedback when lectures are not recorded or in an instant when the technology has failed.

Following the trace: what learning analytics can tell us about the student use of lecture recordings by Moira Sarsfield from Imperial College London.  

This talk shares research which has been conducted on 17 modules in the natural science department of the Imperial College London. Similar to talk 1 the session have expressed the need for individual departments to focus on themselves and their own policies than an institutional policy. The session showed that there is a huge difference between modules and what is being taught on them. For example, in a mathematic module the usage was high during the first week of the session compared to a more content-based module such as applied molecular biology where the usage was rising and falling throughout the year.

In addition, student usage data showed that if lecture capture has been uploaded late it is less likely to be viewed than if it was uploaded straight away. However, I disagree with this statement as students will notice if a recording is not uploaded and remind their rep or send an email directly to the lecturer about it. Finally, talk 1, 2 and 4 have highlighted that the exam periods in May and January are popular with lecture capture usage.  

Lecture capture: a helpful resource or class inconvenience a student’s perspective by Eryk Gadomski and Laura Hollinshead

from the University of Derby. 

This was the presentation that I and Laura did. I was happy to see that there was an increase in Panopto lecture capture and student viewings. I think my presentation went well as people have tuned in and asked many questions which showed that they have engaged with my presentation. My article was requested by a member of the conference after the presentation which I have sent a link to via my student email.  

Summary  

Eryk Gadomski presenting at conferenceIn conclusion the conference has further provided positive evidence for the use of lecture capture. However, I have changed my approach to the situation and think that lecture capture should be a departmental issue and not institutional. The departments should collaborate with timetabling and IT services to eventually have a departmental opt-out policy. Such policy would be popular with the current students and would definitely be an attractive factor for up-coming students during open days and other events.  

My recommendations for the University of Derby are  

  • Departments to work with the timetable department and IT services to improve their standards so that a trial opt-out system can occur. 
  • Trial the opt-out system for a year and compare the results to an opt-in system that is currently in place. Set up qualitative and quantitative surveys on student usage and satisfaction. Review the results and if there is a clear difference work on rolling the policy out.
  • Departmental Opt-out referendum. 
  • Manage student expectation better. Inform students that the lecture recordings are a supplement to live lectures and not all may be recorded. 
  • Create a ‘How to use Panopto’ video and introduce it in the welcome/introduction week for the new students. After 3 years all students will know how to use Panopto in full detail and it will become the ‘Norm’ for all students at the University of Derby.  

This report has been written by Student Digital Champion Eryk Gadomski for the Technology Enhanced Learning (TEL) department at the University of Derby. 

 

Laura Hollinshead

Account enabled by ILM2007fp1 on 15/08/2011 15:45:25

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