What’d I miss? A qualitative exploration of student and staff experiences with lecture recording over an academic year
DOI:
https://doi.org/10.14297/jpaap.v9i1.467Keywords:
learning technology, opinion, staff, student, blended learning, veterinary medical education, longitudinal, qualitativeAbstract
Lecture recording is the process of capturing the visual and/or audio aspects of a lecture for students to access at their own convenience. Recorded lectures have the potential to benefit student learning through making lecture content more accessible, however effects on student attendance, attainment and engagement are debated. This is of particular interest to professional degrees, which teach to standards set by professional bodies and have limited control over curriculum content. The aim of this study was to explore student and staff use and opinion of lecture recording over an academic year in a professional degree to see how patterns of use may change after lecture recording becomes common place. Four students provided longitudinal blogs over the academic year (four blogs per students) which were thematically coded. Student use of lecture recording changed over the academic year, and was sensitive to the structure of the veterinary programme. Concurrently, semi-structured interviews with staff members highlighted frustrations with lecture recording technology and a perceived lack of flexibility due to recording. Guidance and support is needed to help staff and students to overcome these problems.
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Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day, International Society for Technology in Education
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Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa
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. doi: 10.1145/1005361.1005362
Cardwell, J. M., Lewis, E. G., Smith, K. C., Holt, E. R., Baillie, S., Allister, R., & Adams, V. J. (2013). A cross-sectional study of mental health in UK veterinary undergraduates. Veterinary Record, 173(11), 266–266. doi: 10.1136/vr.101390
Chang, S. (2007, December). Academic perceptions of the use of Lectopia: A University of Melbourne example. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007 (pp. 135-144)
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. doi: 10.1016/j.compedu.2013.10.016
Dickson, P. E., Warshow, D. I., Goebel, A. C., Roache, C. C., & Adrion, W. R. (2012, July). Student reactions to classroom lecture capture.In Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education (pp. 144-149). ACM. doi: 10.1145/2325296.2325334
Donkor, F. (2011) ‘Assessment of learner acceptance and satisfaction with video-based instructional materials for teaching practical skills at a distance’, International Review of Research in Open and Distance Learning, 12(5), pp. 71–88. doi: 10.19173/irrodl.v12i5.953
Echo360. (2019). Echo360 - The Smarter Video Platform for Higher Ed and Continuing Ed. Echo360. Retrieved from: https://echo360.com/
Farley, J., Risko, E., & Kingstone, A. (2013). Everyday attention and lecture retention: the effects of time, fidgeting, and mind wandering. Frontiers in psychology, 4, 619. doi: 10.3389/fpsyg.2013.00619
Ford, M. B., Burns, C. E., Mitch, N., & Gomez, M. M. (2012). The effectiveness of classroom capture technology. Active Learning in Higher Education, 13(3), 191-201. doi: 10.1177/1469787412452982
Ginns, P. and Ellis, R. (2007) ‘Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning’, Internet and Higher Education, 10(1), pp. 53–64. doi: 10.1016/j.iheduc.2006.10.003.
Gledhill, L. et al. (2017) ‘An International Survey of Veterinary Students to Assess Their Use of Online Learning Resources’, Journal of Veterinary Medical Education, 44(4), pp. 1–12. doi: 10.3138/jvme.0416-085R.
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Gurak, L. J. (2008) ‘The Psychology of Blogging You, Me, and Everyone in Between’, American Behavioral Scientist, 52(1), pp. 60–68.
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. UC Berkley Research and Occasional Papers Series. Retrieved from: https://escholarship.org/content/qt68d9t1rm/qt68d9t1rm.pdf
Hockey, J. (1993). Research methods‐‐researching peers and familiar settings. Research papers in Education, 8(2), 199-225. doi: 10.1080/0267152930080205
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). doi: 10.14742/ajet.1130
Kottasz, R. (2005). Reasons for student non-attendance at lectures and tutorials: An analysis. Investigations in university teaching and learning, 2(2), 5-16.
Kwiatkowski, A. C., & Demirbilek, M. (2016). Investigating veterinary medicine faculty perceptions of lecture capture: issues, concerns, and promises. Journal of veterinary medical education, 43(3), 302-309. doi: 10.3138/jvme.0615-090r1
Lane, E. A. (2008). Problem-based learning in veterinary education. Journal of Veterinary Medical Education, 35(4), 631-636. doi: 10.3138/jvme.35.4.631
Langebæk, R., Eika, B., Tanggaard, L., Jensen, A. L., & Berendt, M. (2012). Emotions in veterinary surgical students: a qualitative study. Journal of veterinary medical education, 39(4), 312-321. doi: 10.3138/jvme.0611.068r1
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(1), 185-192. doi: 10.1016/j.compedu.2012.09.011
Lund, T. J. et al. (2015) ‘The best of both worlds: Building on the COPUS and RTOP observation protocols to easily and reliably measure various levels of reformed instructional practice’, CBE Life Sciences Education, 14(2), pp. 1–12. doi: 10.1187/cbe.14-10-0168.
MacKay, J. R. D. et al. (2018) ‘Lessons Learned from Teaching Multiple Massive Open Online Courses in Veterinary Education’, Journal of Perspectives in Applied Academic Practice, 6(2), pp. 22–40.
MacKayJ. R. (2020). First year undergraduates make use of recordings to overcome the barriers to higher education: evidence from a survey. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2476
MacKay, Jill R D., Murray, Leigh; Rhind, Susan M. (Accepted) The use of lecture recordings as study aids in a professional degree program. Journal of Veterinary Medical Education.
Marchand, J. P., Pearson, M. L., & Albon, S. P. (2014). Student and faculty member perspectives on lecture capture in pharmacy education. American journal of pharmaceutical education, 78(4), 74. doi: 10.5688/ajpe78474
Markham, A. and Buchanan, E. (2012) Ethical Decision-Making and Internet Research Recommendations from the AoIR Ethics Working Committee, Recommendations from the AoIR Ethics Working Committee (Version 2.0). doi: Retrieved from www.aoir.org.
Nordmann, E. et al. (2020) 10 simple rules for supporting a temporary online pivot in higher education. doi: 10.31234/osf.io/qdh25.
Owston, R., Lupshenyuk, D., & Wideman, H. (2011). Lecture capture in large undergraduate classes: Student perceptions and academic performance. The Internet and Higher Education, 14(4), 262-268. doi: 10.1016/j.iheduc.2011.05.006
Paterson, J. et al. (2019) ‘Peer-led academic support for pre-arrival students of the BVM&S Degree’, Journal of Veterinary Medical Education, 46(4), pp. 481–488. doi: 10.3138/jvme.1017-149r.
Pilarski, P. P., Alan Johnstone, D., Pettepher, C. C., & Osheroff, N. (2008). From music to macromolecules: Using rich media/podcast lecture recordings to enhance the preclinical educational experience. Medical teacher, 30(6), 630-632. doi: 10.1080/01421590802144302
QSR International. (2016) QSR International Pty Ltd, V. 11, NVivo qualitative data analysis software. Retrieved from: https://www.qsrinternational.com/nvivo/home
Rcvs.org.uk. (2019). Code of Professional Conduct for Veterinary Surgeons - Professionals. Royal College of Veterinary Surgeons Website. Retrieved from: https://www.rcvs.org.uk/setting-standards/advice-and-guidance/code-of-professional-conduct-for-veterinary-surgeons/
Rcvs.org.uk. (2014). Day One Competences - Professionals. Royal College of Veterinary Surgeons Website. Retrieved from: https://www.rcvs.org.uk/document-library/day-one-competences/
Rhind, S. M., & Grant, A. (2017). From studying the rain to studying the umbrella: mental health and well-being of veterinary medical students and graduates. J Vet Med Educ, 44(1), 1-2. doi: 10.3138/jvme.1116-170
Sharp, J. G., Hemmings, B., Kay, R., & Sharp, J. C. (2019). Academic boredom and the perceived course experiences of final year Education Studies students at university. Journal of Further and Higher Education, 43(5), 601-627. doi: 10.1080/0309877x.2017.1386287
Short, N. (2002) ‘The use of information and communication technology in veterinary education’, Research in Veterinary Science, 72(1), pp. 1–6. doi: 10.1053/rvsc.2001.0531
Silverman, D. (2015). Interpreting qualitative data. Sage.
Song, K., Chakraborty, A., Dawson, M., Dugan, A., Adkins, B., & Doty, C. (2018). Does the podcast video playback speed affect comprehension for novel curriculum delivery? A randomized trial. Western Journal of Emergency Medicine, 19(1), 101. doi: 10.5811/westjem.2017.10.36027
Soong, S. K. A., Chan, L. K., Cheers, C., & Hu, C. (2006). Impact of video recorded lectures among students. Who's learning, 789-793.
Sutton, R. C. (2007). Veterinary students and their reported academic and personal experiences during the first year of veterinary school. Journal of veterinary medical education, 34(5), 645-651. doi: 10.3138/jvme.34.5.645
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. doi: 10.1007/s11423-009-9128-7
Twining, P., Heller, R. S., Nussbaum, M., & Tsai, C. C. (2017). Some guidance on conducting and reporting qualitative studies. Computers and Education, 106: A1–A9. doi: 10.1016/j.compedu.2016.12.002
Whittington, R. E., Rhind, S., Loads, D., & Handel, I. (2017). Exploring the link between mindset and psychological well-being among veterinary students. Journal of veterinary medical education, 44(1), 134-140. doi: 10.3138/jvme.1215-192r
Wieling, M. B., & Hofman, W. H. A. (2010). The impact of online video lecture recordings and automated feedback on student performance. Computers & Education, 54(4), 992-998. doi: 10.1016/j.compedu.2009.10.002
Woo, K., Gosper, M., McNeill, M., Preston, G., Green, D., & Phillips, R. (2008). Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning. ALT-J, 16(2), 81-93. doi: 10.1016/j.compedu.2009.10.002
Zawacki-Richter, O. and Naidu, S. (2016) ‘Mapping research trends from 35 years of publications in Distance Education’, Distance Education. Routledge, 7919(July), pp. 1–25. doi: 10.1080/01587919.2016.1185079.
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.
Behr, A. L. (1988). Exploring the lecture method: An empirical study. Studies in Higher Education, 13(2), 189-200. doi: 10.1080/03075078812331377866
Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day, International Society for Technology in Education
Billings-Gagliardi, S., & Mazor, K. M. (2007). Student decisions about lecture attendance: do electronic course materials matter?. Academic Medicine, 82(10), S73-S76.
Bond, S. & Grussendorf, S. (2013). Staff attitudes to lecture capture. The London School of Economics and Political Science. Retrieved from: http://eprints.lse.ac.uk/54870/1/__libfile_REPOSITORY_Content_Bond, Stephen_Staff attitudes_Bond_Staff attitudes_2013.pdf.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa
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. doi: 10.1145/1005361.1005362
Cardwell, J. M., Lewis, E. G., Smith, K. C., Holt, E. R., Baillie, S., Allister, R., & Adams, V. J. (2013). A cross-sectional study of mental health in UK veterinary undergraduates. Veterinary Record, 173(11), 266–266. doi: 10.1136/vr.101390
Chang, S. (2007, December). Academic perceptions of the use of Lectopia: A University of Melbourne example. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007 (pp. 135-144)
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. doi: 10.1016/j.compedu.2013.10.016
Dickson, P. E., Warshow, D. I., Goebel, A. C., Roache, C. C., & Adrion, W. R. (2012, July). Student reactions to classroom lecture capture.In Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education (pp. 144-149). ACM. doi: 10.1145/2325296.2325334
Donkor, F. (2011) ‘Assessment of learner acceptance and satisfaction with video-based instructional materials for teaching practical skills at a distance’, International Review of Research in Open and Distance Learning, 12(5), pp. 71–88. doi: 10.19173/irrodl.v12i5.953
Echo360. (2019). Echo360 - The Smarter Video Platform for Higher Ed and Continuing Ed. Echo360. Retrieved from: https://echo360.com/
Farley, J., Risko, E., & Kingstone, A. (2013). Everyday attention and lecture retention: the effects of time, fidgeting, and mind wandering. Frontiers in psychology, 4, 619. doi: 10.3389/fpsyg.2013.00619
Ford, M. B., Burns, C. E., Mitch, N., & Gomez, M. M. (2012). The effectiveness of classroom capture technology. Active Learning in Higher Education, 13(3), 191-201. doi: 10.1177/1469787412452982
Ginns, P. and Ellis, R. (2007) ‘Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning’, Internet and Higher Education, 10(1), pp. 53–64. doi: 10.1016/j.iheduc.2006.10.003.
Gledhill, L. et al. (2017) ‘An International Survey of Veterinary Students to Assess Their Use of Online Learning Resources’, Journal of Veterinary Medical Education, 44(4), pp. 1–12. doi: 10.3138/jvme.0416-085R.
Gmc-uk.org. (2019). Bodies awarding UK medical degrees - GMC. General Medical Council. Retrieved from: https://www.gmc-uk.org/
Gosper, M., McNeill, M., Woo, K., Phillips, R., Preston, G., & Green, D. (2007). Web-based lecture recording technologies: do students learn from them? Active Learning in Higher Education, 13(2), 191–201. doi: 10.1080/09687760802315895
Gurak, L. J. (2008) ‘The Psychology of Blogging You, Me, and Everyone in Between’, American Behavioral Scientist, 52(1), pp. 60–68.
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. UC Berkley Research and Occasional Papers Series. Retrieved from: https://escholarship.org/content/qt68d9t1rm/qt68d9t1rm.pdf
Hockey, J. (1993). Research methods‐‐researching peers and familiar settings. Research papers in Education, 8(2), 199-225. doi: 10.1080/0267152930080205
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). doi: 10.14742/ajet.1130
Kottasz, R. (2005). Reasons for student non-attendance at lectures and tutorials: An analysis. Investigations in university teaching and learning, 2(2), 5-16.
Kwiatkowski, A. C., & Demirbilek, M. (2016). Investigating veterinary medicine faculty perceptions of lecture capture: issues, concerns, and promises. Journal of veterinary medical education, 43(3), 302-309. doi: 10.3138/jvme.0615-090r1
Lane, E. A. (2008). Problem-based learning in veterinary education. Journal of Veterinary Medical Education, 35(4), 631-636. doi: 10.3138/jvme.35.4.631
Langebæk, R., Eika, B., Tanggaard, L., Jensen, A. L., & Berendt, M. (2012). Emotions in veterinary surgical students: a qualitative study. Journal of veterinary medical education, 39(4), 312-321. doi: 10.3138/jvme.0611.068r1
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(1), 185-192. doi: 10.1016/j.compedu.2012.09.011
Lund, T. J. et al. (2015) ‘The best of both worlds: Building on the COPUS and RTOP observation protocols to easily and reliably measure various levels of reformed instructional practice’, CBE Life Sciences Education, 14(2), pp. 1–12. doi: 10.1187/cbe.14-10-0168.
MacKay, J. R. D. et al. (2018) ‘Lessons Learned from Teaching Multiple Massive Open Online Courses in Veterinary Education’, Journal of Perspectives in Applied Academic Practice, 6(2), pp. 22–40.
MacKayJ. R. (2020). First year undergraduates make use of recordings to overcome the barriers to higher education: evidence from a survey. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2476
MacKay, Jill R D., Murray, Leigh; Rhind, Susan M. (Accepted) The use of lecture recordings as study aids in a professional degree program. Journal of Veterinary Medical Education.
Marchand, J. P., Pearson, M. L., & Albon, S. P. (2014). Student and faculty member perspectives on lecture capture in pharmacy education. American journal of pharmaceutical education, 78(4), 74. doi: 10.5688/ajpe78474
Markham, A. and Buchanan, E. (2012) Ethical Decision-Making and Internet Research Recommendations from the AoIR Ethics Working Committee, Recommendations from the AoIR Ethics Working Committee (Version 2.0). doi: Retrieved from www.aoir.org.
Nordmann, E. et al. (2020) 10 simple rules for supporting a temporary online pivot in higher education. doi: 10.31234/osf.io/qdh25.
Owston, R., Lupshenyuk, D., & Wideman, H. (2011). Lecture capture in large undergraduate classes: Student perceptions and academic performance. The Internet and Higher Education, 14(4), 262-268. doi: 10.1016/j.iheduc.2011.05.006
Paterson, J. et al. (2019) ‘Peer-led academic support for pre-arrival students of the BVM&S Degree’, Journal of Veterinary Medical Education, 46(4), pp. 481–488. doi: 10.3138/jvme.1017-149r.
Pilarski, P. P., Alan Johnstone, D., Pettepher, C. C., & Osheroff, N. (2008). From music to macromolecules: Using rich media/podcast lecture recordings to enhance the preclinical educational experience. Medical teacher, 30(6), 630-632. doi: 10.1080/01421590802144302
QSR International. (2016) QSR International Pty Ltd, V. 11, NVivo qualitative data analysis software. Retrieved from: https://www.qsrinternational.com/nvivo/home
Rcvs.org.uk. (2019). Code of Professional Conduct for Veterinary Surgeons - Professionals. Royal College of Veterinary Surgeons Website. Retrieved from: https://www.rcvs.org.uk/setting-standards/advice-and-guidance/code-of-professional-conduct-for-veterinary-surgeons/
Rcvs.org.uk. (2014). Day One Competences - Professionals. Royal College of Veterinary Surgeons Website. Retrieved from: https://www.rcvs.org.uk/document-library/day-one-competences/
Rhind, S. M., & Grant, A. (2017). From studying the rain to studying the umbrella: mental health and well-being of veterinary medical students and graduates. J Vet Med Educ, 44(1), 1-2. doi: 10.3138/jvme.1116-170
Sharp, J. G., Hemmings, B., Kay, R., & Sharp, J. C. (2019). Academic boredom and the perceived course experiences of final year Education Studies students at university. Journal of Further and Higher Education, 43(5), 601-627. doi: 10.1080/0309877x.2017.1386287
Short, N. (2002) ‘The use of information and communication technology in veterinary education’, Research in Veterinary Science, 72(1), pp. 1–6. doi: 10.1053/rvsc.2001.0531
Silverman, D. (2015). Interpreting qualitative data. Sage.
Song, K., Chakraborty, A., Dawson, M., Dugan, A., Adkins, B., & Doty, C. (2018). Does the podcast video playback speed affect comprehension for novel curriculum delivery? A randomized trial. Western Journal of Emergency Medicine, 19(1), 101. doi: 10.5811/westjem.2017.10.36027
Soong, S. K. A., Chan, L. K., Cheers, C., & Hu, C. (2006). Impact of video recorded lectures among students. Who's learning, 789-793.
Sutton, R. C. (2007). Veterinary students and their reported academic and personal experiences during the first year of veterinary school. Journal of veterinary medical education, 34(5), 645-651. doi: 10.3138/jvme.34.5.645
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. doi: 10.1007/s11423-009-9128-7
Twining, P., Heller, R. S., Nussbaum, M., & Tsai, C. C. (2017). Some guidance on conducting and reporting qualitative studies. Computers and Education, 106: A1–A9. doi: 10.1016/j.compedu.2016.12.002
Whittington, R. E., Rhind, S., Loads, D., & Handel, I. (2017). Exploring the link between mindset and psychological well-being among veterinary students. Journal of veterinary medical education, 44(1), 134-140. doi: 10.3138/jvme.1215-192r
Wieling, M. B., & Hofman, W. H. A. (2010). The impact of online video lecture recordings and automated feedback on student performance. Computers & Education, 54(4), 992-998. doi: 10.1016/j.compedu.2009.10.002
Woo, K., Gosper, M., McNeill, M., Preston, G., Green, D., & Phillips, R. (2008). Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning. ALT-J, 16(2), 81-93. doi: 10.1016/j.compedu.2009.10.002
Zawacki-Richter, O. and Naidu, S. (2016) ‘Mapping research trends from 35 years of publications in Distance Education’, Distance Education. Routledge, 7919(July), pp. 1–25. doi: 10.1080/01587919.2016.1185079.
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