Paul L. Caron

Wednesday, July 10, 2019

Lecture Capture Reduces Attendance, But Students Value It

Inside Higher Ed, Lecture Capture Reduces Attendance, but Students Value It:

One of the biggest studies of its kind to date has concluded that although the introduction of lecture capture does lead to reduced class attendance, academics must accept that students see it as a valuable part of the learning experience.

Video recording of teaching is now common on most Western campuses, but it remains a contentious issue for some academics, who have raised concerns about issues ranging from intellectual property rights to the use of footage to undermine industrial action, as well as the impact on students’ attendance. ...

[N]ew research conducted at the University of Leeds draws on data across a whole institution following the installation of lecture-capture technology and finds that the availability of video footage does cause a drop in attendance.

The paper [Lecture Recordings to Support Learning: A Contested Space Between Students and Teachers], published in Computers & Education, says that although attendance at lectures that were not recorded was 85.7 percent, this dropped to 81 percent when videos were available.

In a survey of instructors, 53.6 percent of respondents agreed that lecture capture encouraged poor attendance.

However, the study also surveyed 1,734 students about their views on lecture capture and found that they made significant use of lecture recordings, especially for note taking, clarification and assessment preparation.

While the main reason students gave for watching a recording was missing a lecture, a high number reported using the videos to recap content that they may not have understood clearly during a class. About three-quarters of participants reported watching recorded lectures “often” for help when writing assignments.

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Attendance dropping only 5%, versus 75% watching the recordings, mean they *clearly* improve lecture-based education.

Besides, listening’s several times slower than reading. And all the less digestible when taking copious notes for any hope of review because the speaker won’t share theirs beforehand. Which is incredibly frustrating and has put me off typical “classes” forever.

Bottom line, schools and students should demand better than well-paid, securely employed professors making learning and credentials needlessly costly and scarce by not providing their courses (including the crucial testable highlights) in the most efficient, convenient formats possible.

So what if someone misses their hit of superficial emotional engagement that an effective advocate shouldn’t need anyway? If one wants to add real personal value, think through problems and research with the students.

Even over the Internet.

Posted by: Anand Desai | Jul 10, 2019 10:45:31 PM