Skip to main content
SpringerLink
Log in

Captured Content: Captured Attention?

  • Chapter
  • First Online:
Enhancing Student-Centred Teaching in Higher Education

Abstract

This study evaluates a conventional lecture recording approach alongside a “flipped classroom” style where a short recording is shared prior to the lecture to stimulate discussion and activities. The main findings are that while students often request lecture recordings, the take-up is very low, and recordings of ten minutes or less are generally preferred. Regarding the flipped classroom approach, students did not speak with one voice but were positive overall. However, data from the lecture recording software indicates a lack of engagement prior to lectures. The authors suggest that teacher-centred approaches are prevalent in the University representing what Rancière calls “police”. For student-centred learning such as flipped learning to flourish, traditional, lecture-based learning should be positioned as complementary to active, student-centred approaches.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 159.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Aldamen, H., Al-Esmail, R., & Hollindale, J. (2015). Does lecture capturing impact student performance and attendance in an introductory accounting course? Accounting Education, 24(4), 291–317.

    Article  Google Scholar 

  • Bassili, J. N. (2008). Media richness and social norms in the choice to attend lectures or to watch them online. Journal of Educational Multimedia and Hypermedia, 17(4), 453–475.

    Google Scholar 

  • Bassili, J. N., & Joordens, S. (2008). Media player tool use, satisfaction with online lectures and examination performance. Journal of Distance Education, 22(2), 93–107.

    Google Scholar 

  • Billings-Gagliardi, S., & Mazor, K. M. (2007). Student decisions about lecture attendance: Do electronic course materials matter? Academic Medicine: Journal of the Association of American Medical Colleges, 82(10), 73–76.

    Article  Google Scholar 

  • Bingham, C., Rancière, J., & Biesta, G. (2010). Jacques Ranciere: Education, truth, emancipation. London and New York: Continuum.

    Google Scholar 

  • Bramley, G. (2018). How to help engage students in flipped learning: A flipping eventful journey. Student Engagement in Higher Education Journal, 2(1), 78–85.

    Google Scholar 

  • Brittain, S., Glowacki, P., Ittersum, J. V., & Johnson, L. (2006). Podcasting lectures. Educause Quarterly, 29(3), 24–31.

    Google Scholar 

  • Brotherton, J. A., & Abowd, G. D. (2004). Lessons learned from eClass: Assessing automated capture and access in the classroom. ACM Transactions on Computer-Human Interaction (TOCHI), 11(2), 121–155.

    Article  Google Scholar 

  • Chang, S. (2007). Academic perceptions of the use of Lectopia: A University of Melbourne example. In R. J. Atkinson, C. McBeath, S. K. A. Soong, & C. Cheers (Eds.), ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007 (pp. 105–124). Singapore: Centre for Educational Development, Nanyang Technological University.

    Google Scholar 

  • Cooke, L., Watson, M., Bernadette, M., Blacklock, E. J., Mansah, M., Howard, M., & Murfield, J. E. (2011). Lecture capture: First year student nurses’ experiences of a web-based lecture technology. Australian Journal of Advanced Nursing, 29(3), 14–21.

    Google Scholar 

  • Danielson, J., Preast, V., Bender, H., & Hassall, L. (2014). Is the effectiveness of lecture capture related to teaching approach or content type? Computers & Education, 72, 121–131.

    Article  Google Scholar 

  • Edwards, M. R., & Clinton, M. E. (2019). A study exploring the impact of lecture capture availability and lecture capture usage on student attendance and attainment. Higher Education, 77(3), 403–421.

    Article  Google Scholar 

  • Gorissen, P., van Bruggen, J., & Jochems, W. (2012). Students and recorded lectures: Survey on current use and demands for higher education. Research in Learning Technology, 20(3), 297–311.

    Google Scholar 

  • Gosper, M., Green, D., McNeill, M., Phillips, R., Preston, G., & Woo, K. (2008). The impact of web-based lecture technologies on current and future practices in learning and teaching. Retrieved from Australian Teaching and Learning Council: https://www.mq.edu.au/lih/altc/wblt/index.htm.

  • Harley, D., Henke, J., Lawrence, S., McMartin, F., Maher, M., Gawlik, M., & Muller, P. (2003). Costs, culture, and complexity: An analysis of technology enhancements in a large lecture course at UC Berkeley. Berkeley: Centre for Studies in Higher Education. UC Berkeley. Retrieved from https://escholarship.org/uc/item/68d9t1rm.

  • Holbrook, J., & Dupont, C. (2009). Profcasts and class attendance—Does year in program matter? Bioscience Education, 13(1), 1–4.

    Article  Google Scholar 

  • Johnston, A. N. B., Massa, H., & Burne, T. H. J. (2013). Digital lecture recording: A cautionary tale. Nurse Education in Practice, 13(1), 40–47.

    Article  Google Scholar 

  • Klemenčič, M. (2017). From student engagement to student agency: Conceptual considerations of European policies on student-centered learning in higher education. Higher Education Policy, 30(1), 69–85.

    Article  Google Scholar 

  • Kolowich, S. (2009). Fans and fears of “lecture capture.” Inside Higher Education. Retrieved from https://www.insidehighered.com/news/2009/11/09/fans-and-fears-lecture-capture.

  • Langworthy, M., Shear, L., & Means, B. (2010). The third lever: Innovative teaching and learning research. In Inspired by technology, driven by pedagogy: A systemic approach to technology-based school innovations. Paris: OECD Publishing. Retrieved from https://www.oecd-ilibrary.org/education/inspired-by-technology-driven-by-pedagogy/the-third-lever_9789264094437-8-en.

  • Le, A., Joordens, S., Chrysostomou, S., & Grinnell, R. (2010). Online lecture accessibility and its influence on performance in skills-based courses. Computers & Education, 55(1), 313–319.

    Article  Google Scholar 

  • Leadbeater, W., Shuttleworth, T., Couperthwaite, J., & Nightingale, K. P. (2013). Evaluating the use and impact of lecture recording in undergraduates: Evidence for distinct approaches by different groups of students. Computers & Education, 61, 185–192.

    Article  Google Scholar 

  • Lewis, C. E., Chen, D. C., & Relan, A. (2018). Implementation of a flipped classroom approach to promote active learning in the third-year surgery clerkship. The American Journal of Surgery, 215(2), 298–303.

    Article  Google Scholar 

  • Massingham, P., & Herrington, T. (2006). Does attendance matter? An examination of student attitudes, participation, performance and attendance. Journal of University Teaching & Learning Practice, 3(2), 83–103.

    Google Scholar 

  • Mayer, R. E. (2009). Multimedia learning. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • McNulty, J. A., Hoyt, A., Gruener, G., Chandrasekhar, A., Espiritu, B., Price, R., & Naheedy, R. (2009). An analysis of lecture video utilization in undergraduate medical education: Associations with performance in the courses. BMC Medical Education, 9(1), 6.

    Google Scholar 

  • O’Callaghan, F. V., Neumann, D. L., Jones, L., & Creed, P. A. (2017). The use of lecture recordings in higher education: A review of institutional, student, and lecturer issues. Education and Information Technologies, 22(1), 399–415.

    Article  Google Scholar 

  • Rancière, J. (1999). Disagreement: Politics and philosophy. Minneapolis: University of Minnesota Press.

    Google Scholar 

  • Soong, S., Chan, L., Cheers, C., & Hu, C. (2006). ASCILITE 2006—Sydney. Proceedings of the 23rd Annual Ascilite Conference, 1, 789–793. Retrieved from http://www.ascilite.org/conferences/sydney06/proceeding/html_abstracts/179.html.

  • Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307–324.

    Article  Google Scholar 

  • Topale, L. (2016). The strategic use of lecture recordings to facilitate an active and self-directed learning approach. BMC Medical Education, 16(1), 1–9.

    Article  Google Scholar 

  • Traphagan, T., Kucsera, J. V., & Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. Educational Technology Research and Development, 58(1), 19–37.

    Article  Google Scholar 

  • UCISA. (2018). Report on the technology enhanced learning survey. Retrieved from https://www.ucisa.ac.uk/bestpractice/surveys/tel/TEL_survey_report_2018.

  • von Konsky, B. R., Ivins, J., & Gribble, S. J. (2009). Lecture attendance and web based lecture technologies: A comparison of student perceptions and usage patterns. Australasian Journal of Educational Technology, 25(4), 581–595.

    Google Scholar 

  • Wenger, S., Hobbs, G., Williams, J., Hays, M., & Ducatman, B. (2009). Medical student study habits: Practice questions help exam scores. International Association of Medical Science Educators—IAMSE, 19(4), 170–172.

    Google Scholar 

  • Williams, A., Birch, E., & Hancock, P. (2012). The impact of online lecture recordings on student performance. Australasian Journal of Educational Technology, 28(2), 199–213.

    Article  Google Scholar 

  • Witthaus, G. R., & Robinson, C. L. (2015). Lecture capture literature review: A review of the literature from 2012–2015. Retrieved from Centre for Academic Practice, Loughborough University: https://dspace.lboro.ac.uk/dspace-jspui/handle/2134/25712.

Download references

Author information

Authors and Affiliations

  1. University of Surrey, Guildford, UK

    Teodora-Patricia Pelea & Tom Lunt

Authors
  1. Teodora-Patricia Pelea
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Tom Lunt
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tom Lunt .

Editor information

Editors and Affiliations

  1. Department of Higher Education, University of Surrey, Guildford, UK

    Karen Gravett

  2. Doctoral College, University of Surrey, Guildford, UK

    Nadya Yakovchuk

  3. Department of Higher Education, University of Surrey, Guildford, UK

    Ian M. Kinchin

Rights and permissions

Reprints and permissions

Copyright information

© 2020 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Pelea, TP., Lunt, T. (2020). Captured Content: Captured Attention?. In: Gravett, K., Yakovchuk, N., Kinchin, I. (eds) Enhancing Student-Centred Teaching in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-35396-4_9

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-35396-4_9

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-35395-7

  • Online ISBN: 978-3-030-35396-4

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation