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Evaluating the Use of Lecture Capture Using a Revealed Preference Approach

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Title: Evaluating the Use of Lecture Capture Using a Revealed Preference Approach
Language: English
Authors: Elliott, Caroline, Neal, David
Source: Active Learning in Higher Education. Jul 2016 17(2):153-167.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Lecture Method, Technology Uses in Education, Video Technology, Preferences, Undergraduate Students, Student Surveys, Qualitative Research, College Freshmen, Economics Education, Virtual Classrooms, Foreign Countries
Geographic Terms: United Kingdom
DOI: 10.1177/1469787416637463
ISSN: 1469-7874
Abstract: This article discusses the introduction of lecture capture technology on a large undergraduate module with diverse student cohorts. The literature has, so far, relied on surveying students to discover their use of the technology or attempted to quantify the impact of watching lecture recordings on assessment performance. Alternatively, the principal contribution of this article is an evaluation of the use of the recorded lectures using a revealed preference approach. Specifically, we identify to what extent students watched lecture recordings, rather than simply claimed to watch them, when asked to provide comments on the technology. Data indicate the number of distinct students who watched recordings, the frequency with which they watched recordings, the average length of viewings as well as the time of the day when lectures were viewed. We monitored viewings over two academic years, identifying "spikes" in the number of viewings in the days before tests, as well as regularities in the viewing patterns across the 2 years. We analyse the data to assess the extent to which students used the recordings, how and when they watched the recordings. We conclude that the students value lecture recordings, making more extensive use of the recordings than has been identified in the literature, to date. Ultimately, lecture recordings are suggested to offer valuable support for students' independent study.
Abstractor: As Provided
Number of References: 29
Entry Date: 2016
Accession Number: EJ1103013
Database: ERIC
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  Data: This article discusses the introduction of lecture capture technology on a large undergraduate module with diverse student cohorts. The literature has, so far, relied on surveying students to discover their use of the technology or attempted to quantify the impact of watching lecture recordings on assessment performance. Alternatively, the principal contribution of this article is an evaluation of the use of the recorded lectures using a revealed preference approach. Specifically, we identify to what extent students watched lecture recordings, rather than simply claimed to watch them, when asked to provide comments on the technology. Data indicate the number of distinct students who watched recordings, the frequency with which they watched recordings, the average length of viewings as well as the time of the day when lectures were viewed. We monitored viewings over two academic years, identifying "spikes" in the number of viewings in the days before tests, as well as regularities in the viewing patterns across the 2 years. We analyse the data to assess the extent to which students used the recordings, how and when they watched the recordings. We conclude that the students value lecture recordings, making more extensive use of the recordings than has been identified in the literature, to date. Ultimately, lecture recordings are suggested to offer valuable support for students' independent study.
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      – SubjectFull: Video Technology
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