Lecture capture p.

1






Lecture Capture in Large Undergraduate Classes: What is the Impact on the Teaching
and Learning Environment?


Ron Owston
([email protected])

Denys Lupshenyuk
([email protected])

Herb Wideman
[email protected]

Institute for Research on Learning Technologies
York University, Toronto, Canada

A paper presented at the Annual Meeting of the American Educational Research
Association, New Orleans, April, 2011.


Lecture capture p. 2


Abstract
Many higher education institutions are now digitally capturing lectures in courses and
making them available on the web for students to view anytime and in anyplace. This
study is an attempt to understand the relationship between student perceptions of lecture
capture and academic performance in large undergraduate courses where the practice is
most commonplace. Students in five large undergraduate courses (N=439) responded to a
survey on their perceptions of lecture capture used in their course and academic
performance was measured by the final course grade. Results suggest that higher
achieving students view recordings significantly less often than low achievers. High
achievers also tend to fast forward and view certain sections of recordings only once,
whereas low achievers view the entire recording multiple times. We conclude that lecture
capture is more likely to be of benefit to low achieving students.


Lecture capture p. 3

Lecture Capture in Large Undergraduate Classes: What is the Impact on the
Teaching and Learning Environment?

1. Introduction
Although web-based lecture capture technology has been available for over a decade,
institutions of higher education are just recently beginning to employ it, particularly in
large undergraduate classes (Deal, 2007; Evans, 2008; McGarr, 2009; Scutter, Stupans,
Sawyer, & King, 2010; Traphagan, 2005; Woo, Gosper, McNeill, Preston, Green, &
Phillips, 2008). Lower cost of the lecture capture technology, more students having
access to computers and smart mobile devices, and the greater availability of broadband
connections is making its implementation more viable than in the past. Added to this,
students appear to want access to recorded lectures to make up for missed lectures, to
improve content retention, to review lectures before class, and for general convenience
(Nagel, 2008). Indeed, many major U.S. institutions (e.g., University of California at
Berkeley, University of Wisconsin, University of Texas at Austin) and international ones
(e.g., University of Toronto, Kings College London, Qatar University, National
University in Singapore) have now adopted the technology. Lecture capture involves the
recording of an instructors presentation and making the recording available for students
on the web. Typically, PowerPoint slides and the instructors voice are captured, and
sometimes a video recording of the instructor and writing on a whiteboard are included.
Recordings are made available to students for viewing or downloading at course
websites, Youtube EDU, or Apples iTunes U. Students are then able to view recordings
as often as they want, whenever they want, and fast forward and replay sections of the
lecture that they wish to view according to their preferences and needs.

Although many faculty worry that students will no longer attend lectures and classroom
seats will collect dust once lectures are available online (Young, 2008, p. A1), many
institutions are moving ahead with plans for introducing lecture capture with the
assumption that the technology will add value to the student learning experience. Unless
academic value accrues for students, however, one must question whether the technology
is worth the time investment on the part of faculty, the financial outlay required by the
Lecture capture p. 4

institution for its purchase and support, and the human resources needed to train faculty
to use the technology (Owston, 1997). Therefore, the goal of this study was to contribute
to the understanding of lecture capture and its relationship to academic performance with
the view of informing institutional policy. In particular, we investigated the relationship
between academic performance in large undergraduate courses where students had access
to recorded lectures and attendance, frequency of access, viewing patterns, in-class
behavior, and value of including video of the instructor.

2. Review of literature
Both theoretical and empirical research findings are proffered in the literature for the use
of lecture capture. From a theoretical perspective, Mayers (2001) cognitive theory of
multimedia learning is frequently cited. This theory suggests that information being
presented in the visual and auditory modalities operating simultaneously results in
superior learning, particularly in increased retention and transfer of information, as it
reduces the students cognitive load and optimizes the use of working memory. Recent
studies offer some support for this underlying assumption by indicating that the recorded
lecture format most favoured by university students has been one that presents
instructors audio narration in synchrony with their PowerPoint presentations when
compared to, for example, audio only or only a video of the instructor (Debuse, Hede, &
Lawley, 2009; Griffin, Mitchell, & Thompson, 2009; McKinney, Dyck, & Luber, 2009).

Bassili (2008) used media richness theory to explain why some students prefer to watch
lectures online rather than to attend face-to-face lectures. This theory suggests that
different media have different degrees of richness based on their ability to reproduce the
information transmitted over them (Daft & Lengel, 1984; Daft, Lengel & Trevino, 1987).
For example, e-mail is less rich than telephone communication because of the latters
ability to transmit language nuances and verbal cues; similarly, video conferencing is
richer than teleconferencing, but less rich than face-to-face discussion which is
considered to be the richest mode of communication. According to the theory,
communication is optimal when the capabilities of the medium are matched to the
communication task at hand. When information is ambiguous or a person is uncertain, the
Lecture capture p. 5

person will seek a communications medium that can best resolve the ambiguity or
uncertainty; on the other hand, unambiguous information can be communicated by a less
rich medium. Thus, when faced with a decision to attend a lecture or watch an online
recording of the lecture, Bassili found that students would attend live lectures when they
expected the learning content to be difficult, but would watch recordings when they
perceived the content less difficult, a finding consistent with media richness theory.

Empirical evidence suggests that providing students with online captures of in-class
lectures supports student learning in several ways. First, it appears to increase students
satisfaction and enjoyment with courses by combining lecture capture with face-to-face
instruction (Bongey, Cizadlo, & Kalnbach, 2006; Brecht & Ogilby, 2008; Greenberg &
Nilssen, 2009; Secker, Bond, & Grussendord, 2010; Veeramani & Bradley, 2008; Woo et
al., 2008). Lecture capture aids students understanding of confusing or complex
information and helps clarify issues or questions by enabling students to navigate the
lecture recording for later studying of the lecture (Bongey et al., 2006; Chiu & Lee, 2009;
Savoy, Proctor, & Salvendy, 2009). Students seem less stressed and anxious when they
can take comprehensive notes of attended lectures later on at their own pace without
worry of missing information and they can catch up on missed lectures (Harpp, Fenster,
Schwarcz, Zorychta, Goodyer, Hsiao, & Parente, 2004). Lecture capture offers students
greater flexibility to learn at their desired speed, setting, and with the most suitable
tools (e.g., listening to recordings at home or while commuting; playing audio recordings
when reviewing lecture notes) (Copley, 2007). Additionally, the technique gives students
active control over their learning by allowing them to listen to entire recordings or
particular segments, listening more than once, manipulating slides, browsing and pausing
at challenging sections, and using other navigation options (Traphagan, 2005).

Despite the above advantages, the effects of lecture capture on academic performance are
mixed. Some studies suggest that lecture capture helps students achieve better test scores
(Veeramani & Bradley, 2008; Woo et al., 2008); in particular, the mode of synchronous
PowerPoint slides with audio streaming was found to be most effective in yielding higher
test scores (Griffin et al., 2009; McKinney et al., 2009). There is some evidence that
Lecture capture p. 6

students using lecture capture perform similar or better and engage more in classroom-
based activities, compared to students exposed only to traditional in-class lectures (Day
& Foley, 2006; Traphagan, 2005). Other studies showed no significant impact for the use
of lecture capture on students grades and examination performance (Bassili, 2008; Harpp
et al., 2004; Dey, Burn, & Gerdes, 2009). Proponents of the lecture capture method argue
that the use of lecture capture is less likely to improve learning and teaching unless the
purpose of its use harmonizes with course objectives and students academic needs. In
this way, lecture capture cannot be considered as a substitute for the live lecture
experience, but rather as a supplement and enrichment of it (Harpp et al., 2004;
Traphagan, 2005).

Students tend to believe that lecture capture helps their performance by alleviating
academic anxiety and improving the quality of their learning experiences (Bongey at al.,
2006; Deal, 2007; Traphagan, 2005). Indeed, students highly value lecture capture. On a
recent large-scale survey (N~7270) carried out at the University of Wisconsin-Madison
(Veeramani & Bradley, 2008), some 82% of undergraduate students indicated their
strong preference for the provision of recorded lectures over the Internet to compliment
in-class lecturing. (Interestingly, over 60% of students said that they would pay for
lecture capture services.) According to recent studies, university students favor audio
recordings of in-class lectures in synchrony with PowerPoint slides (when compared to,
for example, audio only or only a video of the instructor) as this format helps them study
more efficiently by re-visiting the lecture content (Brittain, Glowacki, Ittersum, &
Johnson , 2006; Debuse et al., 2009; Griffin et al., 2009; McKinney et al., 2009).

A concern often expressed by faculty is about the negative impact lecture capture may
have on students willingness to attend lectures arguing that the use of recorded lectures
would replace or that it will diminish the importance of the classical lecture and detach
students from university experience or academic culture (Taylor, 2007). The literature
provides mixed results on the influence of lecture capture on student attendance. Some
research suggests that lecture capture has minimal impact on attendance of in-class
lectures. Researchers have found that a relatively small number of students (ranging from
Lecture capture p. 7

10 to 15%) are tempted to skip actual lectures because they view lecture capture as a
complete substitute for class attendance, while the overwhelming majority have not
changed their class attendance patterns. (Bongey et al., 2006; Copley, 2007; Deal, 2007).
However, other studies indicate that the provision of recorded lectures negatively impacts
student attendance of in-class lectures. Henke, Lawrence, McMartin, Maher, Gawlik, and
Muller (2003) found in their large scale study at UC Berkeley that 31% of students
reported attending lecture less than the normal three times per week and 25% stopped
attending because of the webcasts. In another study, Traphagan (2005) reported that 51%
of students attended classes with a lecture capture, compared to 60% of students with no
access to recorded lectures. The study reported a moderate correlation (r = .40, p < .05)
between viewing of recorded lectures and student attendance. When students were asked
about their attitude towards viewing recorded lectures instead of attending lectures, 71%
agreed or strongly agreed that they skipped class because of the availability of recorded
lectures. At the same time, 55% of students chose both options recorded lectures and
traditional lecture.

Recent studies suggest that the reasons for such negative impact of lecture capture on
attendance lie in several factors that might induce students to attend face-to-face lectures:
(a) the higher degree of informational richness of live lecture content (Bassili, 2008;
Brittain et al., 2006); (b) student need for structured learning (Copley, 2007); (c) the
social interaction and shared experience live lectures can provide (Bassili, 2007; Copley,
2007; Dey et al., 2009); (d) the absence of the video of the instructor in lecture recordings
(Bongey et al., 2006; Dey et al., 2009); and (e) the perceived difficulty of learning the
lecture content (Bassili, 2007). In addition, Holbrook and Dupont (2009) found that the
level of student academic maturity might affect class attendance: freshmen are more
likely to reduce their class attendance than students in senior years.

Overall, the inclusion of lecture capture in courses is widely favored by students and it
appears to offer several advantages to facilitate their learning experience. Questions
remain about whether students are able to use it as a substitute for lecture attendance and
still achieve well in their courses, whether frequent use of lecture capture leads to
Lecture capture p. 8

improved academic performance, whether there are efficient ways for students to view
the lecture recordings, how reported changes in in-class behavior associated with lecture
capture are related to performance, and the extent to student preferences for viewing the
instructor is related to course grades.

3. Research Questions
To address the above unresolved issues, we formulated the following research questions
to investigate in this study:
1. What is the relationship between student attendance and finals course grades
when complete recordings are available for all lectures?
2. What is the relationship between frequency of access of lecture recordings and
grades?
3. What is the relationship between viewing patterns and grades?
4. What is the relationship between in-class behavior during lectures and grades?
5. What is the relationship between students preferences for viewing the instructor
in videos and grades?

4. Methodology
We investigated the research questions in six large freshman classes in a faculty of health
at a major urban university in Canada. The present project was a sub study of a larger
investigation into students use of the Moodle course management system in these
courses. For the 12 week duration of the courses, each 3 hour weekly lecture was
captured using the Camtasia Relay software (http://www.techsmith.com/camtasiarelay)
which recorded the instructors voice and PowerPoint slides. Links to the lectures were
made available immediately after class in Moodle or students could subscribe to the
videos at iTunes.

Toward the end of the course instructors announced in class and posted in their course
Moodle, a link to an online questionnaire which was the main source of data for the
study. The researchers, who were at arms length to the courses, also paid visits to each
class to explain to the students the purpose of the research and to answer any questions.
Lecture capture p. 9

Students were then asked to voluntarily respond to the questionnaire and to enter their
student number. The questionnaire contained multiple option questions that related
directly to each of the research questions. The wordings of these questions are
summarized below in the results section.

A total of 2376 students were enrolled in the courses, which averaged 396 students per
class. Of these, 869 or 37% of the students responded to the questionnaire; however, only
439 of the total group or 19% volunteered to provided their student ID number. This
study is based on the later group of respondents because the student ID was necessary for
us to obtain each respondents final course grade. Grades awarded in the courses were
based on a 10 point scale, with 9 representing an A+ and 0 representing an F. Typically,
when calculating final course grades, instructors took into account multiple choice exam
scores, mid-term tests, and assignments. In this study, we use the term student grades,
achievement, and academic performance as interchangeable terms. Attendance in lectures
was not compulsory and the instructors did not keep records of attendance.

A potential limitation of this study is that we relied on student self-reports for matters
such as attendance, viewing patterns, and in-class behavior. However, extensive research
suggests that students are accurate and credible reporters of their educational experiences
(Kuh, 2001). In summarizing this research, Kuh stated that self-reports are most likely to
be valid when:
(1) the information requested is known to the respondents; (2) the questions are
phrased clearly and unambiguously; (3) the questions refer to recent activities; (4) the
respondents think the questions merit a serious and thoughtful response; and (5)
answering the questions does not threaten, embarrass, or violate the privacy of the
respondent or encourage the respondent to respond in socially desirable ways (Kuh,
2001, pp. 3-4).
We designed our questionnaire to satisfy these conditions and believe that we were able
to meet them.
Lecture capture p. 10


5. Results and Discussion
5.1 Research Question 1: Lecture Attendance and Student Grades
Students were asked what effect, if any, the availability of lecture recordings had on their
normal level of lecture attendance compared to courses where such recordings were not
made available. Table 1 below shows that 43% said that their attendance was about the
same as courses without recordings. A slight plurality, 55%, indicated that their
attendance was less than normal with 10% responding that they stopped attending
lectures entirely. Two percent of students reported that they attended more often. The
mean grade of those who stopped attending was the highest (6.19), while those who
attended more often was the lowest (4.89). One-way ANOVA results, however, showed
that the differences in grades between response categories was not significant [F(1, 5) =
0.887, MSE = 4.958, p = .490]. Thus, while most students attended less because of the
availability of lecture capture, there is no evidence to suggest that their grades suffered as
a result.
Table 1
Change in Attendance Pattern and Mean Grades (N=439)
Attendance Pattern Change Frequency (%) Mean Grade
Stopped attending lectures
completely
44 (10) 6.19
Attendance was less than
50% of normal
52 (12) 5.40
Attendance was between
50% - 75% of normal
70 (16) 5.44
Attendance was between
75% - 100% of normal
74 (17) 5.68
Attendance rate was the
same
190 (43) 5.59
Attended more lectures than
normal
9 (2) 4.89

Lecture capture p. 11

Our finding that students, on the whole, reported attending class slightly less is generally
consistent with the literature (e.g., Deal, 2007). What is also consistent with the literature
is that some students stop attending the lectures entirely. In a UC Berkeley study, 25% of
students reported that they did not attend lectures in a very large introductory chemistry
course because they had access to video recordings (Harley, Henke, Lawrence,
McMartin, Maher, Gawlik, & Miller, 2003). Bongey et al. (2006) found that only 6% did
not attend lectures. Thus our finding of 10% who stopped attending is within the range of
what might be expected. What is interesting in our study is that these students tended to
be the ones with the highest final grades, even though we did not find a statistically
significant relationship between grades an attendance. No studies were found in the
literature that address this specific question, but we speculate that higher achieving
students had the confidence and self discipline to study the lectures only online as they
were verbatim from the class lectures, including course announcements, whereas lower
achieving students may not have had the confidence to rely solely on them. Additionally,
all students had access to the course Moodle site that contained course resources and
links to relevant readings and websites, so the higher achievers may have found that
attending class was redundant.

5.2 Research Question 2: Frequency of Accessing Recordings and Student Grades
Students were free to access lecture recordings during their course at anytime from
anyplace. They were asked to respond approximately how often they viewed the
recordings. While there was considerable variability in the reported frequency of access
to the recordings (see Table 2), over half of the students (56%) accessed them 2 or 3
times a week or more suggesting that they were making regular use of them. Somewhat
unanticipated was that a minority of students (11%) reported viewing them at least once
per day. These finding suggest that students in the current study made somewhat greater
use of the recordings than reported in other studies. Other researchers report that only
about a third of students tend to watch videos within a week of lectures (Brotherington &
Abowd, 2004; Traphagan, 2005), whereas Zupancic & Horz (2002) found that 42%
watched recordings within two weeks. Our finding that 20% viewed the videos only once
a month or less suggest that these students watched the videos just before exams and
Lecture capture p. 12

midterm tests. Although detailed usage records were not kept, this finding is consistent
with that of other studies (e.g., Deal, 2007).
Table 2
Frequency of Accessing Lecture Recordings and Mean Grades (N=434)
Rate of Access
Variable
Once per
month or
less
2 or 3
times per
month
2 or 3
times per
week
4 to 6
times per
week
1 or more
times per
day
Frequency (%) 85 (20) 109 (25) 129 (30) 65 (15) 46 (11)
Mean grade 6.27 5.80 5.64 4.69 5.11

The rate of access was significantly related to student grades [F(1, 4) = 4.995, MS =
26.83, p = .001]; therefore, a Tukey post hoc analysis was conducted. Probabilities for
simple contrasts with the Tukey test are shown in Table 3. These findings indicate that
students who accessed the recordings once per month or less often achieved significantly
higher grades than those who accessed them 4 to 6 times per week or more often.
Additionally, students who accessed them only 2 to 3 times per month scored
significantly higher than those who viewed them 4 to 6 times per week. No other
contrasts were significant.

Two interpretations of these results seem plausible. First, it may be that the higher
achieving students do not need to access the supplementary videos as often in order to
succeed in the courses, thus reflecting an efficient learning strategy of viewing them only
when they feel necessary. Another interpretation might be that the lower achieving
students lack the confidence, comprehension skills, and/or note taking ability so that they
feel that they have to view the videos more often. This finding may also provide an
explanation why researchers have reported mixed findings on the impact lecture capture
on achievement as discussed in section 2 above. None of the above studies provided
analyses of the relationship between frequency of viewing and grades, except that
Traphagan (2005) found that students who expected to receive an A in their course
Lecture capture p. 13

watched the lecture recordings more often than those who expected a B. Nonetheless,
our findings suggest that lecture capture may be of more benefit to lower achieving
students. Pinder-Grover, Millunchick, Bierwert, and Shuller (2009) provide some support
for this notion. The researchers found a significant correlation between final course grade
and frequency of viewing recorded lectures (p .01) in one of two years of engineering
classes studied. From the graphical presentation of their findings, A and B grade students
appear to be very low users of recordings (defined at 1 to 10 viewings).
Table 3
Post hoc Tukey Test Probabilities for Rate of Access
Rate of Access
Rate of
Access
2 or 3 times
per month
2 or 3 times
per week
4 to 6 times
per week
1 or more
times per
day
Once per
month or less
.626 .259 .000 ** .045*
2 or 3 times
per month
.974 .017* .416
2 or 3 times
per week
.059 .683
4 to 6 times
per week
.879
* p < .05 **p < .01

5.3 Research Question 3: Viewing Patterns and Student Grades
Students were asked to choose one of five statements that best described their pattern of
viewing lecture capture videos. These statements ranged from Did not view the lecture
recording to Fast-forwarded to sections and watched them multiple times. From Table
4, it can be seen that 27% of students reported viewing the entire recording only once and
14% watched the whole video multiple times (total 41%). This finding is generally in line
with Traphagan (2005) who reported that approximately 45% of students tended to view
the entire lecture rather than picking out specific sections of the videos to view. Nearly
Lecture capture p. 14

identical findings were also reported by Pinder-Grover et al. (2009). Also of interest in
this table is that the largest single response category (34%) said that they watched the
entire recording once and sections multiple times, and that 8% responded that they did
not watch the videos at all.
Table 4
Frequency of Viewing Behaviors and Mean Grades (N = 439)
Viewing behavior
Variable
Did not
view
lecture
recording
Watched
recording
once
Watched
recording
multiple
times
Watched
the entire
recording
once and
sections
multiple
times
Fast-
forwarded
to sections
and
watched
them once
Fast-
forwarded
to sections
and
watched
them
multiple
times
Frequency
(%)
37 (8) 118 (27) 63 (14) 150 (34) 32 (7) 39 (9)
Mean
grade
5.92 5.84 4.63 5.43 6.75 5.90

There was a significant relationship between viewing behavior and grades [F(1, 5) =
4.435, MS = 23.82, p = .001]. The Tukey post hoc comparisons are given in Table 5. The
comparisons indicate that students who fast-forwarded to sections of the videos and
watched them once achieved significantly higher than: (1) those who watched them
multiple times (p = .000), and (2) those who watched the entire recording once and
sections multiple times (p = .043). The comparisons also show that students who watched
the recordings only once scored higher than those who watched them multiple times (p =
.012). This finding suggests that the higher achievers used the videos only to clarify or
review specific topics, not to review the entire lecture. The lowest achievers tended to be
those who watched whole videos multiple times.
Lecture capture p. 15

Table 5
Post hoc Tukey Test Probabilities for Viewing Behavior
Viewing behavior
Viewing
behavior
Watched
recording
once
Watched
recording
multiple
times
Watched the
entire
recording
once and
sections
multiple
times
Fast-
forwarded to
sections and
watched
them once
Fast-
forwarded to
sections and
watched them
multiple
times
Did not view
lecture
recording
1.000 .082 .864 .674 1.000
Watched
recording
once
.012* .713 .360 1.000
Watched
recording
multiple times
.198

.000** .083
Watched the
entire
recording
once and
sections
multiple times
.043* .875
Fast-
forwarded to
sections and
watched them
once
.637
* p < .05 **p < .01
Lecture capture p. 16


5.4 Research Question 4: In-class Behavior and Student Grades
One of the arguments presented to justify lecture capture is that having the lectures
available outside of class will encourage students to better concentrate in class on the
lecture and participate more actively in class rather than focusing on note taking.
Therefore, students were asked six Yes-No questions about their in-class behavior in
comparison to other courses they were taking that did not have lecture capture. From
Table 6, it can be seen that nearly three-quarters of students (74%) reported that
availability of recordings made no difference to their in-class behavior. Students were
almost evenly divided between Yes and No on two other questions: (1) whether they
followed discussions more closely and (2) whether they focused more on the lecture and
less on note taking. The vast majority (95%) indicated that having the recordings
available did not lead them to pay less attention to the in-class lecture. Not unexpectedly,
because of the large size of classes, a very large majority of students responded that they
did not participate more in discussions (82%) or ask more questions (91%) as there was
likely little opportunity to do so. No significant differences in course grades were found
between Yes and No respondents on any of the six questions.
Lecture capture p. 17

Table 6
Frequency of In-class Behavior and Achievement
Behaviors Response Frequency
(%)
Mean
grade
F p
I followed discussions
more closely.
No 240(55 ) 5.67
0.153 .696
Yes 198 (45) 5.53
I participated in more
discussions.
No 359 (82) 5.59
1.155 . 283
Yes 79 (18) 5.68
I asked more questions
during the lecture.
No 401 (91) 5.65
1.435 .232
Yes 37 (9) 5.18
I paid less attention to
the lecture.
No 415 (95) 5.61
0.057 .811
Yes 23 (5) 5.57
It made no difference to
me.
No 324 (74) 5.51
0.206 .650
Yes 114 (26) 5.87
I focused more on
understanding the
lecture and less on
note-taking.
No 213 (49) 5.79
0.925

.337
Yes 225 (51) 5.44

Although freeing up students from in-class note taking seems to be a reasonable
justification for lecture capture use, our findings do not support this rationale. Other
researchers have found changes, however. Copley (2007) reported that of the 84 students
who responded to a survey, approximately 40% indicated that they downloaded podcasts
to enable note-taking at their own pace (p. 395). This response is not a direct measure
of whether students did less note taking in class, but it suggests that they did. Brotherton
and Abowd (2004) did find that students took fewer notes in class when lecture
recordings were available and focused more attention to the lecture. Another change in
class behavior was reported by Harpp et al. (2004) who cited an instructor who said that
the online lectures reduced student verification questions by about 50% which saved 3
to 4 hours per week in lecture time (p. 689).
Lecture capture p. 18


5.5 Research Question 5: Importance of Viewing Instructor and Student Grades
As mentioned earlier, the lecture capture system used in this study did not include video
of the instructor because it simplified the recording process, reduced costs, and reduced
downloading time. In order to help the university decide whether they want to include
video of the instructor in the future, students were asked about its potential value.
Responses to this question are given in Table 7, which shows that almost two-thirds of
students (65%) responded that the inclusion of video of the instructor would be useful
or essential in future courses. Only 14% said that it was not needed. No significant
differences in grades were found across response categories [F(1,3) = 0.540, MS = 3.023,
p = .655]. This finding suggests that neither the academically weaker nor academically
stronger students had a preference one way or the other for the inclusion of video. These
findings are consistent with Dey et al. (2009) who found that, while students may prefer
to see video image of the instructor, there was no difference in retention or transfer
between students who listened to lectures with presentation slides and instructor audio
with or without a video image of the instructor. Given their finding, Dey et al. (2009)
questioned the wisdom of going to the trouble and expense of providing video in lecture
capture recordings.
Table 7
Value of Seeing the Instructor in Video (N = 439)
Response Frequency (%) Mean grade
Not needed 63 (14) 5.62
Slightly useful 91 (21) 5.78
Useful 149 (34) 5.68
Essential 136 (31) 5.40

6. Summary and Conclusions
Lecture capture in large undergraduate courses is highly regarded by students as it offers
them flexibility to attend classesor not, it is convenient for them to review lectures
when studying, they can catch up on course material when they miss a class, they feel
less pressured to take detailed notes in class knowing that they can view the views later,
Lecture capture p. 19

and students can simply ignore recordings if they do not find them helpful. Whether
access to captured lectures actually leads to improved student academic performance is
still an open question as studies comparing classes with and without lecture capture show
marginal, if any, improvement. In this context, we undertook the present study in an
attempt to further understand academic performance in large undergraduate courses that
employ lecture capture. We investigated five research questions concerning students
perceptions of various aspects of lecture capture and the relationship of those perceptions
to academic performance. Students in five large undergraduate courses (N=439)
responded to a survey on their perceptions of lecture capture used in their course and
academic performance was measured by the final course grade. Significant relationships
were found between these variables for two of the research questions.

The first significant relationship was for research question 2 that concerned how often
students viewed lecture recordings. Our findings indicate that students who viewed them
once per month or less achieved significantly higher than those who viewed them more
often. Even students who viewed them only a few times a month scored higher than more
frequent viewers. As discussed earlier, there is some evidence in the literature of a
positive correlation between viewing frequency and grades (Traghagan, 2005; Pinder-
Grover et al., 2009); however, our finding suggests that lower achieving students may
benefit more from lecture capture than higher achievers. It may be that as students gain
success in a courseand build the confidence that may come with this successthey
will feel less need to review material in the lecture recordings. Therefore, further research
is needed to examine the question of who benefits most from lecture recordings and why
they benefit.

Research question 3 dealing with viewing behaviors was the second area where we found
significant relationships. The highest achieving students fast-forwarded to sections and
watched them once, whereas the lowest achievers watched the whole video for each class
multiple times or watched the entire recording once and sections multiple times. Von
Konsky, Ivins, and Gribble (2009) observed this phenomenon when they described four
students in their study who received different grades in an undergraduate software
Lecture capture p. 20

engineering course. The highest achiever listened to only one hour of recordings and
strongly disagreed with the statement when I listened to recordings, I tended to listen
to the entire lecture (p. 592); whereas, the lowest achiever agreed with the same
statement and reported listening to 8 hours of recordings. The findings for this research
question, together with the findings for question 2 above, tend to reinforce the view that
higher achievers bring to their studies well-developed and successful learning strategies.
Therefore, lecture capture provides minimal added value for them if they attend class,
take notes, or study the course content in other ways. Lower achievers are not as likely to
have developed these successful strategies and depend more on viewing recordings
multiple times in an attempt to make the subject matter sink in. Again, we call for more
research to investigate the differences in lecture capture usage among students of
different achievement levels.

Results for the remaining three research questions did not indicate a significant
relationship between achievement and attendance (question 1), in-class behavior
(question 4), or preference for viewing the instructor (question 5). A surprising finding on
research question 1 was that 10% of students reported that they stopped attending lectures
entirely, yet they tended to achieve the highest grades of the response categories
(although not significantly higher statistically than others). Given the findings above that
high achievers watched videos much less often than others, one wonders how they
achieved those grades if they did not even attend class. The only conclusion appears to be
that they were independent learners who relied on reading the assigned texts and
accessing resources at the course website. They may indicate that a group of more able
freshmen students who are not challenged sufficiently by their courses and hence do not
attend, an observation made by Don Tapscott in his writings about the current generation
of young people who have grown up in a digital world (Tapscott, 2009). Our finding of
the lack of relationship between in-class behavior and achievement for research question
4 may be an artifact of large classes where there is little opportunity for interaction with
the instructor and students are established in their ways of note taking and attending to
the lecturer. The finding could also represent student distrust that the recordings will
actually be available after each class as technical difficulties could intervene and render
Lecture capture p. 21

them unusable. (The use of lecture capture was considered a pilot project by the
university and no guarantee was offered that the recordings would be available in good
quality after every lecture.) Our final finding for research question 5 that there was no
relationship between students desire to view the instructor and achievement was not
entirely unanticipated. However, the finding that almost two-thirds of students responded
that the inclusion of video of the instructor would be useful or essential in future
courses should give higher education decision-makers some pause. While there may not
be any direct academic benefit to inclusion of the instructor video, its inclusion may
make the videos more engaging and appealing to students.

Overall, video capture has entered the mainstream for large undergraduate classes as a
growing number of institutions implement the process and the costs of providing the
service decrease. Decision-makers need to realize that there is unlikely to be any
achievement improvement for students on the whole; however, our research suggests that
low achievers may benefit most from lecture capture. If this conclusion is supported by
further research, the resources required to implement lecture capture are well justified.
Lecture capture p. 22

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