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dc.contributor.authorWitton, Gemmaen
dc.date.accessioned2016-06-30T14:13:45Z
dc.date.available2016-06-30T14:13:45Z
dc.date.issued2016-05
dc.identifier.citationThe value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement 2016 British Journal of Educational Technologyen
dc.identifier.issn0007-1013en
dc.identifier.doi10.1111/bjet.12470
dc.identifier.urihttp://hdl.handle.net/2436/615130
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.language.isoenen
dc.relation.urlhttp://doi.wiley.com/10.1111/bjet.12470en
dc.rightsArchived with thanks to British Journal of Educational Technologyen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectmultimediaen
dc.subjectvideoen
dc.subject, learning technologyen
dc.subjecthigher educationen
dc.subjectlecture captureen
dc.subjectrecorded lecturesen
dc.subjectattainmenten
dc.subjectaudio-visual resourcesen
dc.subjectcapture technologiesen
dc.titleThe value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagementen
dc.typeArticleen
dc.identifier.journalBritish Journal of Educational Technologyen
dc.date.accepted2016-04
rioxxterms.funderInternalen
rioxxterms.identifier.projectUoW30062016GWen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0en
rioxxterms.licenseref.startdate2018-05-19en
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