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To cite this article: Simon Davis (Learning Technologist, Staff and Departmental Development
Unit), Anthea Connolly (Feedback and Assessment Officer) & Edmund Linfield (Chair in
Terahertz Electronics, Director of the Institute of Microwaves and Photonics) (2009) Lecture
capture:making the most of face-to-face learning, Engineering Education, 4:2, 4-13, DOI: 10.11120/
ened.2009.04020004
a growing number of students were taking a The last point was considered to be especially
‘DIY’ [‘do-it-yourself’] approach to taking their important since the project sought from the
own audio recordings of lectures to supplement outset to facilitate active learning by making
their notes (using dictating machines and mp3 the captured materials interactive and by giving
players). He perceived that some students the students a level of active control. Through
(particularly those for whom English was not completed questionnaires and focus groups,
their first language) were struggling to grasp students indicated that they used the materials
the concepts in lectures first time round and, for active learning in a number of different ways:
when questioned, seemed eager to be given
the opportunity to recap later. Other drivers • self-assessment to recap examples: students
behind the project were students’ rising re-attempted the worked examples set
expectations for media-rich content (particularly in the lectures and used the captures to
audio and video) and the launch and rollout of provide feedback on answers. Students
the institutional VLE at the University of Leeds reported pausing examples at key moments,
which brought new opportunities to host and endeavouring to complete the next section or
deliver such content online. Hence there was answer by themselves and then returning to
a willingness to act to meet the learning needs the capture to check their answers
of students, to exploit the opportunities offered • to support the completion of past papers or
by the VLE and to explore new technologies. new example questions: students followed
It was also felt that taking action to capture worked examples in the captures, paused
entire lectures might assist in the retention of them at key moments and applied their
students, the materials created would have the learning to new example questions or to past
potential to be shared with other year groups papers
(or even more widely) and they could be used • to recap earlier materials in face-to-face
for future student recruitment. events: one student in a focus group
reported how during a lecture he used
Whilst it was recognised that there are a a portable device to revisit the lecturer’s
number of commercial and open source explanation given in a previous class in order
automated lecture capture systems available, it to clarify points he could not grasp.
was felt that the initial investment and additional
support required to install such systems may Comments on the pedagogy
have been substantial and could, therefore, of capturing lectures
have delayed the start of the project. The Current pedagogical research points to some of
approach described in this paper is perhaps the main advantages and potential drawbacks
unsuitable for widespread adoption, but it of the use of rich media, such as lecture capture
reflects the fact that this was a pilot study and output, to support learning. In much of the
that a quick start-up helped the team to carry academic writing reviewed, student responses
out an evaluation and use the results to inform to projects where lectures have been captured
potential future developments. and made available digitally is generally positive,
and the perception is that teaching and learning
Key requirements for the lecture capturing have been improved (Lavelle, 2006; Sher and
system were identified at the start of the project Gajendran, 2008; Nortcliffe and Middleton,
as the following: 2008). According to Prensky (2001), one of the
main reasons for the enthusiasm of students for
• to capture and synchronise audio of the this type of material is the attitude of the ‘digital
lecture content; PowerPoint slide content; native’ (i.e. students who are used to accessing
video of the presenter’s body language and multimedia content online and on demand). A
explanatory gestures and equations which recent CIBER study commissioned by JISC and
had traditionally been written onto acetates the British Library (UCL, 2008) looks at some
and projected using an OHP myths and realities associated with the idea of
• to be as easy as possible to set up and use the ‘google generation.’ Whilst questioning a
• to produce content for the VLE that allowed number of widespread notions, the authors of
students to navigate to chosen points of the the report say it is ‘generally true’ that young
content in order to recap a specific topic or people today prefer interactive systems and are
demonstration. turning away from being passive consumers of
information.
Balfour (2006) stated that the availability of library of materials to view on demand)
recorded lectures for review changes the way and control (ability to start, stop and review
that students act in face-to-face sessions material). On ‘integration’ (with, for example,
and ‘allows students to concentrate on the slides, supporting texts, discussion boards,
material being presented and to participate resource links, self assessment quizzes)
in any discussion that takes place.’ This is they say that the assumption is that ‘adding
in contrast to students spending their time an additional channel of communication to
in class ensuring that all notes are fully transmit a message will increase the quality
comprehensive when the lecture is the one of the communication itself.’ On ‘image’ they
and only opportunity that they will have to hear comment that the image adds ‘visual richness’
the information. This argument is supported to learning resources.
by Biggs (2003) who has stated that students
struggle with comprehending the message of The value of image to the production of
the lecture whilst simultaneously recording its lecture capture materials in the project at the
gist through note-taking. University of Leeds was recognised early on in
our discussions about what should be made
Balfour (2006) listed a number of advantages of available to students. As much of the delivery in
lecture capture to staff and students. Some of the lectures revolved around the lecturer writing
the main benefits to staff have been illustrated equations or referring to visual aids on slides,
by this project and include: it was decided that reproducing the on-screen
image for students would be vital to producing
• professional development opportunities authentic captures of the face-to-face delivery.
arising from lecturers being able to critically Whilst other approaches have made pre-
review their own performance prepared slides available to accompany audio
• increasing student engagement and captures, only real-time animated capture of
retention projected content would allow students to
• giving students a new way of resolving re-live the experience of the construction of
problems, meaning that face-to-face equations that feature strongly in the lectures.
interactions can be ‘spent on more complex As explained by Thornhill et al. (2002), ‘a
issues’ than those already covered. moving image can help the student to visualise
a process or see how something works, moves
Many of the benefits to students that Balfour or performs.’ They also state that even low
highlights arise from the fact that students have quality video of a presenter accompanying
the option to access captured materials at a a series of slides, talking with ‘expertise and
time, place, pace and volume that suits them. enthusiasm’ can support learning. As the
Specific benefits for students highlighted by lecturer in the project at the University of
Balfour include: Leeds makes extensive use of body language
and gestures to illustrate and make points
• the ability to catch up on missed materials during lectures, it was decided that video of
through non-attendance him should be captured along with on-screen
• increased accessibility for hearing impaired content.
and non-native speaking students
• the facility to access lectures as often as Arguments advising caution
is required in their own time in order to on lecture capture
maximise clarity and understanding Whilst many are excited by the potential
• the opportunity to revisit material, the benefits of lecture capture, it is important to
importance of which becomes apparent recognise that not everybody is a supporter
when doing revision or coursework. of this approach. One of the most common
concerns raised by academic staff is the
Asensio et al. (2004) found that the ‘Three potentially adverse impact that the production
I’s framework (image, interactivity and of the resources might have on lecture
integration) provides a ‘useful framework to attendance. The argument that if students
interpret the ‘added value’ of the media in an can access lectures online they will not bother
educational context.’ Asensio et al. state that turning up for the live event has been brought
‘interactivity’ in this context originally included into question by a number of authors, including
access (availability of material asynchronously Russell and Mattick (2005) and Williams
and independent of location), choice (a and Fardon (2005). Deal (2007) examined
a number of studies on lecture capture and of the online lectures that they felt were of
lecture webcasts, and found that ‘overall, these most relevance to them. Indeed, in our student
studies indicate that the availability of lecture evaluations (method discussed below), we
webcasts has only a slight impact, if any, on found that students were actively choosing
class attendance rates.’ The experience of specific sections of content to review rather
the project at the University of Leeds seems than passively revisiting entire lectures. They
to support these studies, as attendance rates did see value, however, in being able to access
were similar to previous years and did not the captured lecture in its entirety because, as
drop off throughout the semester as students pointed out by one student, ‘every bit is going
became aware of the availability of the online to be important to a different person […] I like
lectures. Additional factors that may have having the whole lecture and then if you want
countered non-attendance in this project to you can search through.’ It was interesting
were the repeated warnings to students that to find, moreover, students in a focus group
resources were not designed to replace concurring that it is the ‘little extra bits [i.e.
attendance in person and that all attendance things which are not essential knowledge,
was being recorded on signed registers. Of which wouldn’t normally be taken down in
more significance was the type of experience notes, but provide background information]
and interactions that students got from which are really helpful and which help your
attending the face-to-face session that were not understanding.’
replicated with the online captures. Students in
a focus group reported that they regarded the Students also reported using the content for
face-to-face sessions as being more valuable active learning in other ways, particularly to help
than the captures, saying that they were ‘not with practical written example tasks: ‘you can
equal to lectures’; ‘I would not consider them pause it [video of example equations], do those
to be a substitute for the live event. Because calculations and then see if you’re right, and
you can’t ask questions; there is no actual because it’s a full answer and you can see the
interaction’; that ‘you couldn’t teach yourself working out as well rather than just a numerical
from the recordings’ and that ‘if you attended final answer it’s a lot more helpful than just
all the lectures and didn’t look at any of the doing a past paper with a marking scheme.’
recordings you would get a better grade than if Examples of independent active learning like
you looked at all the recordings and didn’t go this can be used to counter the contention
to any of the lectures.’ by Bennet and Maniar (2007) that reliance on
repeating lectures ‘may hinder the development
The lecturer in this project has reinforced the of students as independent learners’ and
argument for the value of the live event, saying that students should not be encouraged to
that ‘one can also do far more interactive work, see ‘a lecture, or indeed the lecturer, as the
since if the students don’t keep up fully at the only source of knowledge about the subject
time (or don’t write down full notes), then they area.’ We agree with this last statement but
will be able to complete their notes later.’ The consider that a pervasive research-led learning
fact that the lecturer involved utilises his lecture and teaching ethos, such as the one at the
time in both an active and interactive manner University of Leeds, encourages students
has been crucial to this project and matches across all subject areas to carry out their own
the University of Leeds’ five year vision for the independent thinking and research, and that
VLE which calls for better use of face-to-face the environment discourages students from
time. viewing the lecturer as the only source of
knowledge in a subject area.
Bennet and Maniar (2007) have expressed their
opposition to lecture capture by arguing that Equipment and training
videoed lectures ‘make learning uninteresting’ In order to get up and running quickly and
by failing to effectively convey enthusiasm minimise support requirements the project
for a subject and by making it repetitive, as used readily available hardware and software
students are essentially accessing the same that would be as easy as possible to set up
content twice or more. This argument is not and use. Ease of use was particularly important
borne out by the way that students reported for the lecture capture solution as it would
accessing materials in this project. From the have to be set up and made ready to use by
outset of the project it was crucial that students the lecturer (without technical support) in the
should easily be able to navigate to sections short and hectic period between classes in a
busy multi-use lecture room. It would also need to help the lecturer involved to overcome the
to be dismantled and put away in the equally obstacles listed below:
short handover period at the end of a lecture.
It was felt that the hardware selected needed • preparation of slide content – PowerPoint
to be good enough for the task, but not over- slides needed to be formatted correctly to
specified . The project followed the advice of automatically create a table of contents
Thornhill et al. (2002) on this point, considering • set up of equipment – it was necessary to
‘the appropriateness of the image for the ensure that all hardware had been turned on
educational message it is carrying […] a talking and detected by the tablet PC
head supporting a slide presentation […] where • delivery of lecture – failure to set up
the message is expertise and enthusiasm may correctly resulted in screen orientation
not require the same level of quality [as other inverting when switching between using
forms of video]’, therefore the project decided the mouse to move between slides and the
that a webcam of reasonable quality would tablet PC stylus to annotate them
suffice in this instance. • end of lecture delivery – raw capture
files needed to be saved (on at least two
The lecture capture and postproduction was occasions the computer crashed before
carried out using screen capture software, the captured data could be saved to
Camtasia Studio 5, and hardware which met disc, meaning that students had to rely
the needs of the project and captured the on a backup audio version that had been
required inputs (audio, video and mouse recorded on a standalone digital recorder in
movements). All of the peripheral hardware case of failure. The issue was resolved by
(webcam, wireless USB microphone and turning off anti-virus software and updating
AirMouse to take the role of a laser pointer) was all drivers.)
‘plug and play’, supported by troubleshooting • production in multiple formats and upload
guides to help with set up. Once the equipment to the VLE – this took time to complete. The
was set up at the start of the lecture, delay meant that the materials could not
Camtasia’s integration with PowerPoint allowed be used to support small group sessions
captures to be started from within the familiar following lectures later in the week
PowerPoint interface and automatically stopped • delivery – large video files were not
at the end of the lecture. All hardware and recommended for storage and delivery
software ran on a 2.4Ghz dual core Toshiba from within the VLE. Although Blackboard’s
Portégé M70 tablet PC with 4GB of RAM. Content Collection (the repository that
accompanies the VLE) worked for the
Once a lecture had been captured, a copyright downloadable items (audio and video
statement was appended to the raw capture podcasts) it was not suitable for the delivery
files and some basic audio enhancement was of the more popular flash video which was
applied in Camtasia before being produced in hosted on Faculty servers and linked into
the four different formats described earlier. The the VLE.
quality and other media settings were saved
into predefined production settings within These problems mainly arose during the
Camtasia, ensuring consistency and removing process of capturing live events and would not
some of the technical barriers to production have been significantly reduced by capturing
that may have arisen for the lecturer involved. only the recognised “difficult concepts”.
Given that the lecturer was a novice in this area, Indeed, this would place greater demands
he was also provided with a number of simple on staff time (for editing and post-production
step-by-step guides. tasks) and would make it necessary to interrupt
classroom delivery in order to stop and start
Problems/drawbacks capture when key concepts were being
with the approach taken addressed. Although they did not necessarily
While the process of lecture capture and use recordings in their entirety, evaluation
postproduction were distilled into a step-by- shows that the students appreciated the
step approach, there nevertheless remained availability of the whole lecture. The process
potential setbacks at nearly every stage of the of allowing the students to select the key
process. At-desk training, bespoke printed concepts for review themselves does in itself
guides and support in the room were all used constitute an active learning activity and
provides them with additional control and
interaction with the material.
Have you ever previously accessed online recorded 2 98 ‘I was unaware they existed.’
seminars or lectures as part of your studies?
Do you think that having the lectures available online 13 87 ‘Can’t replace having own notes.’
could affect how often you attend lectures?
If you don’t think you will watch the online lectures please say why not: ‘I may find it difficult to access!’
If you think you will watch the online lectures, please tell us why you think they ‘For revision when studying.’
will be helpful. ‘I forget all the time and I am a
slow writer for notes, so these
online lectures will really help.’
‘It will allow information to be
recovered and it will allow
students to attempt to solve there
[sic] own problems.’
‘Because I can watch it when I
want.’
Responses to the same set of questions Table 3. Responses were collected from 49
received from 45 level 2 students (87% of a students (66% of a total cohort of 74).
total cohort of 52) showed broadly the same set
of results. For both level 1 and level 2 students It was clear from the surveys up to this point
it was observed that: that the majority of students had accessed
the captured lectures online and had found
• the majority of students had not accessed them useful. It is interesting to note that, due
recorded lectures online before but said to the fact that the VLE was the only means of
they were keen to do so accessing the lecture capture material, more
• students saw revision and reinforcement students used the VLE for this module than for
of learning as key benefits of accessing others on which they were studying. Lecture
captured materials captures are therefore an effective way of
• a minority indicated that they thought the increasing student traffic through the VLE.
availability of lecture recordings would affect
their attendance at lectures. This perception A third survey of level 1 students, conducted at
was slightly higher amongst level 2 students the end of term, shows that the usage of lecture
(22% of level 2 students against 13% of capture materials had continued grow and
level 1 students). provides an insight into the students’ motivation
for usage. Findings are summarised in Table 4.
The second evaluation of level 1 students Responses were collected from 28 students (38%
showed emerging trends of use and attitudes of a total cohort of 74). It is proposed that the lower
to the materials. Findings are summarised in response rate is due to a change in the way in
which the survey was conducted.
Blank or
Question Yes (%) No (%) Selected comments
N/A (%)
If you have watched the online lectures 63 2 35 ‘Very helpful. Do same for all
were they helpful? modules.’
Selected indicative comments presented ‘I could re-cap sections I didn’t
here. understand in the actual lecture.’
‘It helped with my revision.’
‘Allows reinforcing of ideas
and anything not understood.’
Please say which formats for the online recorded lectures you are most likely Flash video with table of
to use (tick all that apply): contents: 61% of total
Windows Media Video via the
streaming server: 35% of total
Mp3 for download: 24% of total
Mv4 portable video for download:
33% of total
If you have not watched the online lectures please tell us why not: ‘Haven’t felt the need!’
Selected indicative comments presented here. ‘I do not like to use computers in
my learning. I prefer books and
worked examples.’
‘Lack of time, but I should watch
them.’ (NB. Lack of time was
indicated in 50% of responses).
The results of this survey are supported by the The student focus group supported these
final surveys of level 1 and level 2 students conclusions:
carried out after the January exams. 50% of
the level 1 cohort and 62% of the level 2 cohort • the materials had been useful and popular,
responded to the survey. These surveys show especially for revision. One student said
that: they had been ‘a massive help […] when it
comes up to exams and you start to stress
• the majority of students had accessed it’s definitely a lot more useful to have that
lecture capture material online and be able to refer to it, rather than just
• almost all of those who had accessed the trying to recall it from memory. Even from
materials found them useful your notes, there’s some things you’re
• the most popular uses of the materials were going to miss’
for revision or to recap on difficult concepts • students understood how to use
• the availability of lecture captured material the materials and adapted them for
did not cause a significant change in lecture independent active learning. One student
attendance commented that ‘it lets you be more
• the resources were popular with a majority of independent. You don’t have to come and
students, with many saying that they would ask questions all the time’
like similar resources for other courses. • the materials reinforced rather than replaced
Blank or
Question Yes (%) No (%)
N/A (%)
Have you accessed the online recorded lectures for this module? 86 14
If you have watched the online lectures did you experience any technical 13 83 4
difficulties?
Has the availability of the online lectures changed how often you attend 0 100
lectures?
Do you intend to use the materials for revision during the examination 93 0 7
period?
Would you like to see online lectures made available for lectures next 89 0 11
semester?
How often do you normally attend lectures? All of the time: 86% Occasionally; 0%
If you have accessed the materials, what have you accessed Revision: 75% of total
them for? (Tick all that apply) To recap difficult concepts: 83% of total
Because I didn’t understand/follow the lecture
first time: 38% of total
To make additional notes: 38% of total
To catch up on a missed lecture: 18% of total
To help me with the examples that are set:
25% of total
How can we make the materials better? It isn’t possible (50% of responses expressed
Selected indicative comments presented here. this view).
Maybe including java applets in the website
that are related to some topics.
Do the same for every module.
More reliable recordings. Lecturer’s laptop has
crashed a few times and taken the recording
with it.
If you have any other comments, please tell us. Definitely a good idea. Would like to see for
Selected indicative comments presented here. other modules!
Online lectures are a very useful and helpful
resource - helps to make a difficult module
easier to deal with.
The lecturer encountered some technical
problems which made some lectures not
available online or not including audio for
a period of time in the recorded lecture.
Please prevent these problems in the future if
possible.
we have also observed that captured lectures a number of pre-determined formats that
were used by students for active learning have proved popular in this trial (including
activities, such as completing problems (or embedded flash video with a table of
inventing new problems), whilst using the contents and mv4 video for viewing on
captures for guidance. portable video players)
• automatically make content available to
Despite reported concerns from some sections students through the VLE.
of the academic community, this project
indicated no impact of the availability of This (so far) small-scale project within the
captured content on attendance at face-to-face School of Electronic and Electrical Engineering
sessions, in particular this may be because the has required considerable financial and
inclusion of meaningful interactions and the technical support and has drawn on the
opportunity for questions and answers in face- time of all involved, particularly the lecturer
to-face sessions could not be reproduced only and a member of the University’s Staff and
by accessing captured materials. Departmental Development Unit.
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Contact details
Simon Davis MSc, Learning Technologist, Staff and Departmental Development Unit,
University of Leeds, UK.
Tel: 0113 343 5598 Email: s.j.davis@adm.leeds.ac.uk
Anthea Connolly MA, PhD, Feedback and Assessment Officer, Faculty of Engineering,
University of Leeds, UK.