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A Qualitative Approach to Understanding the Role of Lecture Capture in Student Learning Experiences

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Title: A Qualitative Approach to Understanding the Role of Lecture Capture in Student Learning Experiences
Language: English
Authors: Hall, Gareth, Ivaldi, Antonia
Source: Technology, Pedagogy and Education. 2017 26(4):383-394.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Lecture Method, Qualitative Research, Teaching Methods, Learning Experience, Student Attitudes, Focus Groups, Undergraduate Students, Foreign Countries, Socialization, Cognitive Ability, Telecommunications, Handheld Devices, Information Technology, Attendance, Learning Strategies, Semi Structured Interviews
Geographic Terms: United Kingdom (Wales)
DOI: 10.1080/1475939X.2016.1263805
ISSN: 1475-939X
Abstract: Lectures continue to be the dominant form of university teaching, and lecture capture technologies are tentatively taken up to support this form of delivery, rather than being used as a viable alternative. Much of the previous research, however, has been self-reports or survey-based, with far less attention given to qualitative explorations. This study aims to bridge this gap by using qualitative methods in order to examine students' experiences of lecture capture provisions within the context of their own learning by utilising six focus groups to generate data. Thematic analysis was used to understand group opinions and experiences of lecture capture within university teaching. Two conceptual themes emerged: enhancing the learning environment and working and learning strategically. Results show that the value of lecture capture provisions could not be fully evaluated by students without considering their current learning environments. The main positive function of lecture capturing was to alleviate negative perceptions of lectures as a learning event, but it also provided students an opportunity to learn strategically. The extent to which lecture capturing develops and enhances the learning experience is discussed. Recommendations for how universities could utilise lecture capturing are proposed.
Abstractor: As Provided
Number of References: 36
Entry Date: 2017
Accession Number: EJ1153460
Database: ERIC
FullText Text:
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  Data: A Qualitative Approach to Understanding the Role of Lecture Capture in Student Learning Experiences
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Lecture+Method%22">Lecture Method</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+Groups%22">Focus Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Telecommunications%22">Telecommunications</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Semi+Structured+Interviews%22">Semi Structured Interviews</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Wales%29%22">United Kingdom (Wales)</searchLink>
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  Data: 10.1080/1475939X.2016.1263805
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  Data: 1475-939X
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  Data: Lectures continue to be the dominant form of university teaching, and lecture capture technologies are tentatively taken up to support this form of delivery, rather than being used as a viable alternative. Much of the previous research, however, has been self-reports or survey-based, with far less attention given to qualitative explorations. This study aims to bridge this gap by using qualitative methods in order to examine students' experiences of lecture capture provisions within the context of their own learning by utilising six focus groups to generate data. Thematic analysis was used to understand group opinions and experiences of lecture capture within university teaching. Two conceptual themes emerged: enhancing the learning environment and working and learning strategically. Results show that the value of lecture capture provisions could not be fully evaluated by students without considering their current learning environments. The main positive function of lecture capturing was to alleviate negative perceptions of lectures as a learning event, but it also provided students an opportunity to learn strategically. The extent to which lecture capturing develops and enhances the learning experience is discussed. Recommendations for how universities could utilise lecture capturing are proposed.
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  Data: 2017
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  Data: EJ1153460
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