I find myself writing papers to support the institution-wide roll out of lecture capture again. You’d think I would have nailed this by now.
I always find it interesting to note that on the one hand colleagues are concerned to see evidence that lecture capture will not affect lecture attendance and on the other that it should be proven to bring about new ways of teaching. So it should bring no change and yet bring change. Which is a big ask for any tech.
At University of Edinburgh we talk a lot about ‘digital shift’. That the digital should transform and offer new ways of learning rather than just replicate the old ways. So my challenge is to show how students will learn in new ways using the digital version of a lecture while still valuing the analogue lecture above all.
I have been looking for information about how students attend lectures, and about how they use online materials. Recorded lectures are the digital version of the lecture and are available online as resources.
It seems like in general, the universities are on the right track. 59 UK Universities replied to the UCISA TEL survey saying they have lecture capture systems to create digital recordings, and students replied to the Student Lifestyle survey to say that they rarely miss lectures. They also want even more online materials.
61% of students said they never missed a lecture, up from 52% who said the same thing in our 2010 survey. But 38% of respondents admit they do miss the occasional lecture, with students failing to turnup for around one teaching engagement a week on average (0.9). Those doing medicine or a health-related subject are most likely to have a 100% attendance record (74%), despite their relatively high number of lectures. Those doing arts and humanities subjects are also more conscientious than most (68% never missed a lecture), while maths, computing and technology students are most inclined to miss lecture (52% regularly skipped a class). The majority of students (55%) state that they use online resources over traditional text documents (23% favoured these), with 21% stating they use a mix.
Those who most heavily relied on online study resources were, unsurprisingly, those doing maths, computing and technology (48% used online resources for most of their study) compared to 22% of trainee medics and 26% of law students. Men are slightly more likely to rely heavily on online materials (57% said they used more online resources) than women (52% did), while second and third year students (55%) were also greater users of online resources than first-years (52%).
Only 8% of students used standard textbooks, journals and photocopied hand-outs for most of their study, though this rose to 10% for those reading business and management or a social science subject. The survey indicates 43% of students said they would prefer to use online study resources – slightly fewer than the 55% who actually use this method – compared to 26% of respondents who said they wanted to use paper-based resources in general, with 38% stating a preference to use both.