Though lecture capturing may not be the most innovative or student activating technology, recent studies of basic lecture capturing at Aarhus University indicate that several affordances can be realised – this even at a low cost. Three different science modules have now been using lecture capturing and each time the technology actualised additional educational affordances such as more flexibility, support for distance education, high student satisfaction, support for strategic learning, the use of multimedia learning materials etc. At least 7 affordances and no significant downsides could be identified while marginal costs per module per student in large-scale subjects were as little as approximately $1.
An example of good use of lecture capturing. The teacher makes a live demo of how to program. The students can subsequently view the explanation again in their own pace.
Further details can be found in my recent article ‘8 Good Reasons for Reconsidering Lecture Capturing (of which Cost-Effectiveness is One)’ which soon will be available in the AACE’s Ed/ITLib and presented at the Global Learn 2012 conference, Nov. 6-8. Slides and the related discussion can be found here.
Developing online and blended learning can be a comprehensive task. The teacher has to rethink his/her communication of curriculum, the students have to learn the new way of studying, and materials have to be developed and distributed. At least that is how it oftentimes is organised. However, what if we can use a well-known way of teaching and learning and just mediate that?
Much science teaching is carried out as lectures supplemented with exercises and assignments. The exercises may require time in lab and interaction, but the lectures are oftentimes one-way presentations where the teacher presents the theory in an auditorium. The student sits passively and listens to the presentation and this way – sometimes rather unsuccessfully – tries to acquire the presented knowledge. Why not simply record such lectures and distribute them over the Internet and at least provide some degree of flexibility?
A study carried at Aarhus University among math students on a retraining programme in 2011 showed a high satisfaction with ‘plain’ video recordings of lectures and a relatively high usage. The recordings were made in order to minimise time on campus and limit travelling activity by replacing half of lectures by videos and at the same time to offer an opportunity for content review, practising performing mathematical proofs, and preparing for the oral exam. Each student repeated the videos 2-3 times and approximately 30-40 % of the plays were around the oral exam or re-examination. The study indicated that the students did just as well as the regular daytime students though exposed to recordings instead of on-campus lectures.
In other words; lecture captures may not result in better learning, but do they make things worse? Not really – and in this case they even provided flexibility in time, place, and pace.
You can learn more about the study at this year’s EdMedia conference in Denver – where I will be giving a presentation on the topic – and in the paper ‘Talking Head is not Dead: Facilitating Online Learning using Basic Lecture Capturing‘ (Godsk & Dalsgaard, 2012) – soon available in AACE’s Ed/ITLib. Additionally, you can read more about (primarily) the benefits of lecture capturing in EDUCAUSE’s ‘7 things you should know about…’ (EDUCAUSE, 2008)