EVIDENCE BASED POLICY IN TECHNOLOGY ENHANCED LEARNING – THE CASE OF LECTURE CAPTURE

This paper reports a small research project at a major UK University focused on the efficacy of using Lecture Capture technology. The research is part of a suite of projects designed to illuminate and inform University policy on the use of Lecture Capture.

Based on an extensive literature review on Lecture Capture this project aimed to observe and analyse student usage of Lecture Capture in an environment where some key variables could be controlled for. The project also aimed to fill a gap in the literature on this much used technology in the sphere of student guidance on using Lecture Capture.

The project concerned a popular final year undergraduate elective option in Business. The module is well supported by a VLE and a variety of multi-media resources. Student interactions with the VLE and the Lecture Capture system are illuminated by a survey relating to usage behaviours.

Amongst key findings are that:
• Attendance patterns followed previous years’ experience (LC also available)
• LC usage was low (25% of registered students) but above the norm. for the institution.
• Claims of LC usage via survey were very high (92% of respondents / 75% of whole class)
• Students strongly followed University guidance on selectivity of viewing
• Most students who watched did so individually despite the module being 100% group coursework based
• On balance students felt that the inclusion of LC aided positive engagement with the module.

Overall the project adds to the extensive literature on the subject and adds evidence to the overall positive effect of LC. Perhaps most striking, however, is the impression gained that LC provides a safety net for missed lectures, missed notes – but not a moral hazard that puts engagement at risk.