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dc.contributor.authorWitton, Gemma
dc.date.accessioned2016-06-30T14:13:45Z
dc.date.available2016-06-30T14:13:45Z
dc.date.issued2016-05-19
dc.identifier.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.
dc.identifier.issn0007-1013
dc.identifier.doi10.1111/bjet.12470
dc.identifier.urihttp://hdl.handle.net/2436/615130
dc.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.
dc.description.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.
dc.formatapplication/pdf
dc.language.isoen
dc.publisherJohn Wiley & Sons
dc.relation.urlhttp://doi.wiley.com/10.1111/bjet.12470
dc.rightsArchived with thanks to British Journal of Educational Technology
dc.subjectmultimedia
dc.subjectvideo
dc.subject, learning technology
dc.subjecthigher education
dc.subjectlecture capture
dc.subjectrecorded lectures
dc.subjectattainment
dc.subjectaudio-visual resources
dc.subjectcapture technologies
dc.titleThe value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement
dc.typeJournal article
dc.identifier.journalBritish Journal of Educational Technology
dc.date.accepted2016-04-07
rioxxterms.funderUniversity of Wolverhampton
rioxxterms.identifier.projectUoW30062016GW
rioxxterms.versionAM
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0
rioxxterms.licenseref.startdate2018-05-19
dc.source.volume48
dc.source.issue4
dc.source.beginpage1010
dc.source.endpage1019
refterms.dateFCD2018-10-19T09:18:39Z
refterms.versionFCDAM
refterms.dateFOA2018-08-21T13:04:27Z
html.description.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.


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Archived with thanks to British Journal of Educational Technology
Except where otherwise noted, this item's license is described as Archived with thanks to British Journal of Educational Technology