Making a difference with lecture capture? Providing evidence for research-informed policy

• Lambert, Stephanie ^[1] ; Pond, Keith ^[2] ; Witthaus, Gabi ^[3]
  1. [1] London School of Economics and Political Science

     London School of Economics and Political Science

     Reino Unido

     
  2. [2] Loughborough University

     Loughborough University

     Charnwood District, Reino Unido

     
  3. [3] University of Birmingham

     University of Birmingham

     Reino Unido

     

  Mostrar afiliaciones +
• Localización: The international journal of management education, ISSN 1472-8117, Vol. 17, Nº. 3, 2019
• Idioma: inglés
• DOI: 10.1016/j.ijme.2019.100323
• Texto completo no disponible (Saber más ...)
• Resumen

  • We search beyond basic measures of lecture capture usage amongst students in UK Higher Education to explore how and why Business students access recorded lectures. Conducted against a background of high student demand for captured lectures and institutional evidence gathering, we support an informed approach to implementing the technology.

    Through module design this study controls for key factors highlighted in previous papers: 100% group work is used, removing the immediate assumptions of individual learning and diluting the “revision” effect relating to summative exams. We follow two cohorts (2015-16 and 2016-17) of a final year (level 6) business module on corporate failure. The design of the module promotes independent and collaborative learning supported by key knowledge-based inputs. Basic data from our LMS together with a self-reporting survey of students taken at the end of the study period is used.

    We conclude that there is some evidence to suggest that lecture capture does not alter individual learning and usage preferences and does not impact physical lecture attendance. We also suggest that there is an option demand effect of lecture capture as student expectations of supply are met without the actual demand being consummated