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Lecture capture affects student learning behaviour
Lecture capture (the real‐time recording of live lectures) has become commonplace in higher education. It is popular with students who like the associated flexibility and believe that lecture recordings improve their grades. Here, we performed a survey (n = 694, 53% of the cohort) and set up focus g...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley and Sons Inc.
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9900091/ https://www.ncbi.nlm.nih.gov/pubmed/36610003 http://dx.doi.org/10.1002/2211-5463.13548 |
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author | Voelkel, Susanne Bates, Andy Gleave, Terry Larsen, Carl Stollar, Elliott J. Wattret, Gemma Mello, Luciane V. |
author_facet | Voelkel, Susanne Bates, Andy Gleave, Terry Larsen, Carl Stollar, Elliott J. Wattret, Gemma Mello, Luciane V. |
author_sort | Voelkel, Susanne |
collection | PubMed |
description | Lecture capture (the real‐time recording of live lectures) has become commonplace in higher education. It is popular with students who like the associated flexibility and believe that lecture recordings improve their grades. Here, we performed a survey (n = 694, 53% of the cohort) and set up focus groups (2 focus groups, 15 participants) to explore biological sciences students' perceptions of how lecture capture impacts their study behaviour when recordings are provided for every lecture and are made available to students without restriction. The participants in our study were convinced that lecture capture improved their learning, and many students noted that they were dependent on the recordings, thinking that without them, they would not be able to achieve good grades. Students reported that they spend a considerable amount of time watching recordings and making verbatim notes, leaving them little time for independent study. For many, lecture capture seems to reinforce the view that memorisation equals learning, a view that may be reinforced by knowledge‐focussed assessment formats. For most students, lecture capture did not affect self‐reported live lecture attendance patterns. However, about one‐third of the participants reported skipping more classes, and the same participants were more likely to postpone catching up on missed lectures. The outcomes of our study suggest that lecture capture provision may negatively affect some students' attendance and study behaviour, and thus, we suggest more needs to be done to mitigate against this. |
format | Online Article Text |
id | pubmed-9900091 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | John Wiley and Sons Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-99000912023-02-09 Lecture capture affects student learning behaviour Voelkel, Susanne Bates, Andy Gleave, Terry Larsen, Carl Stollar, Elliott J. Wattret, Gemma Mello, Luciane V. FEBS Open Bio Education Lecture capture (the real‐time recording of live lectures) has become commonplace in higher education. It is popular with students who like the associated flexibility and believe that lecture recordings improve their grades. Here, we performed a survey (n = 694, 53% of the cohort) and set up focus groups (2 focus groups, 15 participants) to explore biological sciences students' perceptions of how lecture capture impacts their study behaviour when recordings are provided for every lecture and are made available to students without restriction. The participants in our study were convinced that lecture capture improved their learning, and many students noted that they were dependent on the recordings, thinking that without them, they would not be able to achieve good grades. Students reported that they spend a considerable amount of time watching recordings and making verbatim notes, leaving them little time for independent study. For many, lecture capture seems to reinforce the view that memorisation equals learning, a view that may be reinforced by knowledge‐focussed assessment formats. For most students, lecture capture did not affect self‐reported live lecture attendance patterns. However, about one‐third of the participants reported skipping more classes, and the same participants were more likely to postpone catching up on missed lectures. The outcomes of our study suggest that lecture capture provision may negatively affect some students' attendance and study behaviour, and thus, we suggest more needs to be done to mitigate against this. John Wiley and Sons Inc. 2023-01-16 /pmc/articles/PMC9900091/ /pubmed/36610003 http://dx.doi.org/10.1002/2211-5463.13548 Text en © 2023 The Authors. FEBS Open Bio published by John Wiley & Sons Ltd on behalf of Federation of European Biochemical Societies. https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Education Voelkel, Susanne Bates, Andy Gleave, Terry Larsen, Carl Stollar, Elliott J. Wattret, Gemma Mello, Luciane V. Lecture capture affects student learning behaviour |
title | Lecture capture affects student learning behaviour |
title_full | Lecture capture affects student learning behaviour |
title_fullStr | Lecture capture affects student learning behaviour |
title_full_unstemmed | Lecture capture affects student learning behaviour |
title_short | Lecture capture affects student learning behaviour |
title_sort | lecture capture affects student learning behaviour |
topic | Education |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9900091/ https://www.ncbi.nlm.nih.gov/pubmed/36610003 http://dx.doi.org/10.1002/2211-5463.13548 |
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