The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement
AbstractLecture Capture technologies are becoming widespread in UK Higher Education with many institutions adopting a capture-all approach. Installations of capture devices in all teaching rooms and lecture theatres, scheduled recordings through integration with timetabling and automated distribution through virtual learning environments are swiftly becoming the norm. Capturing lectures has been shown to have a positive impact on student satisfaction, but numerous studies have shown little or no positive impact on student attainment as a result of capturing lectures. This article explores an alternative approach to the use of capture technologies in a pilot study at the University of Wolverhampton. The output of the pilot evaluation is a theoretical model recommending a shift in focus away from the conventional use of the technology for capturing lectures. It advocates a move toward the purposeful use of capture technologies to create content which adds value to student learning and increases engagement, which may ultimately lead to a positive impact on student attainment. The findings have implications for policy and practice around the use of capture technologies. Future work is described in the context of the project findings.
CitationWitton, G. (2017). The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement. British Journal of Educational Technology, 48 (4), pp 1010-1019.
PublisherJohn Wiley & Sons
JournalBritish Journal of Educational Technology
DescriptionThis is an accepted manuscript of an article published by John Wiley & Sons in British Journal of Educational Technology on 19/05/2016, available online: https://doi.org/10.1111/bjet.12470 The accepted version of the publication may differ from the final published version.
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- Creative Commons
Except where otherwise noted, this item's license is described as Archived with thanks to British Journal of Educational Technology