1. How do students use lecture capture as part of their personal study? Morris Pamplin Senior Educational Technologist Learning Enhancement and Development Morris.pamplin.1@city.ac.uk Academic Practice and Technology Conference 7 July 2015

2. Outline of presentation Institutional context Summary of research into students’ use of lecture capture Study design and data analysis Findings Conclusions and recommendations

3. 16,000 students 103107921,145 modulesstudentsunique views 21%42%32%61% part-timeEU/ international postgraduate taught over 21

4. Review of research Attitudes to lecture capture Impact on attendance or attainment How, when and why students use lecture capture Staff attitudes to lecture capture Students’ reception of lecture capture Does lecture capture affect students’ grades? Does it affect attendance? Analyses of server logs Main uses of lecture capture by students Identification of typical usage profiles

5. Research questions What techniques do students employ when using lecture capture recordings as part of their personal study? What impact does having access to lecture capture recordings have on students’ personal study techniques?

6. Study design An online questionnaire distributed via the VLE on 17 modules across all 5 schools Quota sampling used to identify modules and convenience sampling within each module £20 voucher prize draw as an incentive Ethical approval November 2013, revised June 2014 Pilot run in November 2014; questionnaire administered in December 2014 – January 2015

7. Findings How much students access recordings How they access recordings What they do while accessing recordings Impact of access to recordings on studying

8. Spearman’s Rank Correlation Coefficient: r s = 0.1945, p = <0.05

9. Heavy users: More than once a week More than 1 hour per recording

10. Light users: Up to once a week Less than an hour per recording Usage: Heavy and Light users

11. Analysing the data: student profiles Usage Lightn=18 Lower frequency and duration Heavyn=40 High frequency and duration Discipline STEM n=64 Social Sciencen=26 Businessn=14

14. Why do you normally access the whole recording? 37%To go over all the points from the lecture 28% To transcribe the lecture 24%To fill in any gaps in their notes All of these responses came from heavy users

15. Why do you normally access the whole recording? “I want to listen to the lecture thoroughly and gain all the information properly.” “I have to write notes for the whole lecture.” “I like to get the rounded view so that I don't have the feeling that I missed out on something. I do not feel comfortable with missing out on something potentially important.” “So that I can listen to everything that was said in the lecture and fill in blanks in my notes.”

16. Do you normally watch, or just listen, to recordings? Reasons for watching: 59% when there is a visual element to the recording Reasons for listening: 24%while making notes 10% when the lecturer just reads from slides

17. What else do you do while accessing recordings? Make notes82% Add to or correct the notes I made in the lecture56% Review notes I made in the lecture56% Review handouts from the lecture37% Stop the recording to do worked examples on my own28% Look at Moodle (the university’s VLE)20% Stop the recording to test myself13% Review the text book 5%

18. Aside from studying, what else do you do while accessing recordings? Browse the Internet26% Drive or travel on public transport14% Housework13% Read10% Exercise 9%

19. Has having access to lecture capture recordings changed how you study? Likert-scale question with 5 points from Strongly Disagree to Strongly Agree Meant StatdfP (two-tail) DisciplineSocial Science3.69-2.37340.02 STEM4.34 UsageLight3.39-3.60260.00 Heavy4.43

20. How has having access to lecture capture recording changed how you study? Better understand points made in lectures23% Fill in gaps in lecture notes16% Better understand the structure of the lecture 15% Enables writing better notes after lectures 11% Don’t have to attend lectures 5% Don’t have to travel in for lectures 4% Don’t have to concentrate in lectures 1%

21. Conclusions and recommendations Students are spending significant amounts of time using lecture capture recordings It does not seem to have opened up new ways of studying Evidence of a “lecture-centric” approach

22. Good and bad uses of lecture capture? Francisco Osorlo 2015 CC BY 2.0CollegeDegrees360 2012 CC BY-SA 2.0 Students need guidance on expectations around how to use recordings in a targeted way as a supplement to lectures and for self-directed study.

23. Limitations Sample size Hierarchical data in education research “Researchers and evaluators must pay close attention to the context within which a technology program is implemented” (Bebell et al., 2010:46). Choice of student profile groups Not perfect distinctions Overlaps between profiles (e.g. 75% of Heavy users were STEM students)

24. Thank you! Any questions or feedback? Morris Pamplin Senior Educational Technologist Learning Enhancement and Development City University London Morris.Pamplin.1@city.ac.uk