Allen Greenberg, Wainhouse Research opens with an intro lecture capture as a part of blended learning. The function of lecture capture is to make digital content available on-demand that serves a new breed of student/customer that relate to each other with online tools such as “Rate my professor.com” and Twitter.
Ed Pitarelli, Bergen Community College has a largely nonresident student population. The School of Virtual Studies has seen an increase in online courses (3% to 10% over 10 years). Lecture capture at Bergen aims to achieve the maximum impact on students in terms of reviewability, increase flow for both students and faculty. Currently they record about 100 sessions/year.
Since using lecture capture grades have increased 10% in Biology and CAD/CAM courses. There is a lot of online student return to lecture capture. The phenomena of the empty classroom has not ocurred. Rather, since the students feel they do better they attend more often (10% increase in attendance).
Nancy F. Langton, RN, PhD, FAAN, Virginia Commonwealth University School of Nursing. They use lecture capture to record special guests and speakers; course capture; personal information delivery for classroom group and peer process; personal capture if faculty are temporarily not on campus; and as a personal review process by faculty. As at Bergen Community College, students still attend class.
C. Darrell Jennings, MD, University of Kentucky initiated lecture capture in the School of Medicine. The informal recording and dissemination of lectures by students had been going on for years, so the school decided to formalize the lecture capture and dissemination process. Also, students pressured the faculty for the availability to the content through lecture capture. Student data survey found that of the 67% of students that use the lectures used the content to clarify complicated or confusing topics particularly to return to immediately after class, allow them independent and self-paced learning , and helps to review content material, especially just before exams.
What are the burning Issues that Lecture Capture addresses?
Increase of overall learning outcome for the classs, there is a reduced gap between the top performers and others.
The delivery of graduate content they find a positive response from graduate students in the move to hybrid learning.
This helps move medical students outside of the academic environment. Very few medical students will end up in an academic medical environment. Med students can be off campus but not miss anything since they can access the lectures at any time.
What about faculty resistance to lecture capture?
Echo360 lecture capture seems to help resistant faculty to overcome the barriers to moving to hybrid education. Faculty that are afraid of technology have a very low tech requirement (wear the mike and stand in front of the camera) with Echo360. There is a very shallow ramp up to using the technology. Echo360 also has annual workshops that show how user-friendly the process is.
The permanence of the recording is an academic issue. One mis-speak is permanently recorded and could be used against a teacher in that difficult academic environment. Echo360 will work with faculty to edit the lectures prior to uploading to the server.
The copyright issues and protection of intellectual property can be addressed with formal insitutional requirements that hold the student responsible to not abuse through moving the content.
Intellectual property issues are addressed by offering the choice to record, record and hold, or record and publish. Universal use of lecture capture by faculty is dependent on the future form of distance education in each school. One solution offers faculty an opt-out for core courses and opt-in for elective courses.
Overall: Students found an increase in study efficiency with the lecture capture and saw an increase in their grades. There is a quantifiable benefit in course performance with the lecture capture.