Exploring dissonance in the use of (lecture) capture technologies: institutional approaches and the realities of student engagement

Abstract

The published literature on lecture capture technologies is often conflicting and sometimes controversial. A common thread among many studies is the impact of recorded lectures on student satisfaction, attendance and performance; however, many of these studies fail to acknowledge the wider context and the many and varied ways in which capture technologies are being used by educators. This research applies a naturalistic case study methodology, combining a quantitative analysis of capture technologies system analytics for content recorded during 2017/2018 with an investigative enquiry to identify factors which may contribute to higher ratios of recording:viewing. The findings show a correlation between average session length and recording:viewing ratios, indicating that students are more likely to engage with shorter recordings. The data also demonstrate lower levels of engagement with traditional lecture capture content and greater engagement with content that is directly linked to other learning tasks such as skills development and assessment.