Students’ use of lecture capture

Students’ use of
lecture capture

leonie.sloman@kcl.ac.uk
@leonie_learning

@leonie_learning

Contents
1. Background: project scope, aims, previous studies & data sources.
2. Proportion of medical students using recordings
3. How many recordings medical students used: reliability compared
to self-report; validity of accesses representing usage

4. Usage by different student groups: by medical program; by course
5. Access patterns: all medical students; individual patterns.
6. Reasons for use: given in pop-up polls vs student surveys

7. How used: amount viewed; reported behaviour while viewing; advice to
other students

8. Technical preferences: device; online vs download; personal devices

@leonie_learning

Project scope
• Research undertaken as part of King’s College
London, Technology -Enhanced Learning funded project

• Focused on recordings of lectures for 1281 students:
o 425 1st year Biomedical Science students
o 469 1st year Medicine students (MBBS 1)
o 387 2nd year Medicine students (MBBS 2)

@leonie_learning

Project aims
• To understand how Year 1 & 2 medical students and
Year 1 biomedical science students are using recorded

lectures to support their studying and revision.

• To understand how lecture capture affects lecturers’
teaching practice and experience

@leonie_learning

Previous studies
Many studies that rely on student self-report
Particularly recommended:

• Gosper et al. (2008): 815 students surveyed & 14 interviewed across
four Australian universities (Macquarie, Murdoch, Flinders, Newcastle).
Includes a case study on 31 multimedia students’ usage behaviour.

• Echo360 (2011): surveyed 1566 students who use lecture capture in
17 UK/US institutions (65% health subjects)

• Gorissen, van Bruggen & Jochems (2012a): surveyed 517 students at
two Dutch universities (Eindhoven, Fontys)

@leonie_learning

Studies using server-log data
Particularly recommended:

• Gorrissen, van Bruggen & Jochems (2013): compared server log data
and self-reported usage of recordings by 307 students at Eindoven
University of Technology

• Phillips et al. (2010) & (2011): studied access patterns of 435
students from several Australian universities [part of Gosper project]

• Craig et al. (2009): study of 1350 medical and dental students’ use of
recordings across 2 years, University of Sydney

• Bacro, Gebregzuabher & Fitzharris (2010): compared 168 medical
students’ use of recordings on 3 basic sciences courses at the Medical
University, South Carolina

@leonie_learning

Data sources (2012-13)
Nov

Dec

mini
poll

Lecturer
self-report

Jan

Feb

Mar

focus groups

Apr

May
survey

Student logs
(medicine)

survey
1

Student
self-report

1 week pop up survey

focus groups

survey
2

@leonie_learning

Do students use
the recordings?

@leonie_learning

At least

94% of medical students

accessed the recordings.

* 806 of 856 MBBS 1 & 2 students accessed between 19 Nov 2012

- 27 May 2013

@leonie_learning

How much do
students use
recordings?

@leonie_learning

How many lectures did medical
students access?
Approx

160 lectures recorded for each year
Less than 40 (< 25%)
40 to 80

(25-50%)

80 to 120

(50-75%)

120 to 160

(75-100%)

Over 160

(>100%)

55%
20%

11%
6%
8%

@leonie_learning

number of students

How many lectures did medical
students access?
200
180
160
140
120
100
80
60
40
20
0
0

1 to 11
10 to
20

21
to
30

31
to
40

41
to
50

51
to
60

61
to
70

71
to
80

81 91 101 111 121 131 141 151 201 251
to to to to to to to to to to
90 100 110 120 130 140 150 200 250 300

number of accesses (Nov to May) of approx 160 recordings

@leonie_learning

Reliability: reported vs recorded
accesses by medical students
Reported

Recorded

35%
30%
25%
20%
15%

10%
5%
0%
None at all Very few (1 to
10)

Selected
(<25% of
lectures)

Some (25-50% Many (50-75%
of lectures) of lectures)

Most/all
available
(>75% of
lectures)

* Self-report by 165 post-exam survey respondents vs server logs for 855 students

@leonie_learning

Validity: accesses vs usage
What proportion of downloaded
lectures did you actually use?*
40%
30%
20%
10%
0%
None

Selected (<25%) Some (25-50%)

Many (50-70%) Most/all (>75%)

* Based on 155 responses in post-exam survey, Jun 2013

@leonie_learning

Similar to previous studies: large proportions use
recordings, but most use them selectively
• Brooks et al. (2011) found overall access varied from 60% to 90%
across 12 different courses at the University of Saskatchewan
• Craig et al (2009) & Bacro et al. (2010) found similarly skewed
distribution patterns for the number of recordings accessed by
medical (& dentistry) students inSydney & South Carolina.
• Gorissen et al. (2012b) found 90% of 280 engineering students at
Eindhoven Technical University used the recordings, but only 4%
watched all 34 lectures recorded
• McNulty & Hoyt (2011) found 10-15% of 438 medical students in
Chicago used >70% of available lectures; while 64% used <10%

@leonie_learning

Which students use
the most recordings?

@leonie_learning

Are there differences in how
much students access recordings?


Male vs female?



1st year vs 2nd year?



Program type?



Confidence? (grade expectations)

@leonie_learning

Usage by medicine program
Fewer graduate/professional students used the recordings
(71% vs 95% on general /extended programs) and they accessed fewer
Students on the extended

program

accessed more

recordings

recordings

Graduate/professional
condensed program
(n=28)
Extended program
(n=150)
Standard program
(n= 678)
0

20 40 60 80 100 120 140 160 180 200 220 240 260 280 300 320 340 360 380
Number of accesses per student

@leonie_learning

Usage by course
More biomedical science students self-reported using large
numbers of recordings – but difference not statistically significant
Medics

Biomed

30%
25%
20%
15%
10%
5%
0%

None at all

Very few (1 to Selected (<25% Some (25-50%
10)
of lectures)
of lectures)

Many (50-75%
Most/all
of lectures) available (>75%
of lectures)

@leonie_learning

When do students
use the recordings?

@leonie_learning

Recordings accessed per day by 856 medical students
800

Mid-sessional
exam

700
600

18 Dec

500
400
300
200
100
0

25 Dec

Exams
15 Apr

@leonie_learning

Individual access patterns
Two examples of regular access increasing at the end of term
20
15
10
5
0

20
15
10
5
0

@leonie_learning

Individual access patterns
An example of bulk
120
100
80
60

40
20
0

downloading

@leonie_learning

Similar to previous study: individual access patterns
vary among students
Phillips et al. (2010) developed the following labels to categorise
students’ access patterns.
•

•
•
•
•
•
•

Conscientious: access most lectures in the first week available, incl.
high achievers who also revisit later
Good-intentioned: initially regular access then reduces
Repentant: initially little activity, then active in latter half of term
Binger incl. free-timers who binge during holidays and crammers who
leave it all to last 2 weeks before exams
Random
One-hit wonder
Disengaged: not used at all

@leonie_learning

Why do students
use the recordings?

@leonie_learning

Pop-up poll for medics

@leonie_learning

Pop-up poll active periods
628 (73%) medical students responded for 5156 accesses
(excluding SKIPs and repeated accesses of the same lecture on one day)
800
700
600

500
400
300
200
100
0

Poll 1
(Nov)

Mid-sessional Poll 2
exam (Jan) (Jan)

Poll 3
(Mar)

Poll 4
(May) Exams

@leonie_learning

Reasons medical students selected
for accessing recordings
by

628 (73%) medical students

accessing

5156 recordings

80%
70%

Nov

Jan

Mar

May

60%
50%
40%

30%
20%
10%
0%
Re-watching for Difficult topic
revision

Note
completion

Lost
concentration

Missed lecture Late for lecture

English is
second
language

Other reason

@leonie_learning

Reasons given in student survey
Please explain what you like about
having recorded lectures*

• To complete notes
• To review a difficult topic
* 259 respondents
(25% of MBBS 1 & 2
& Yr 1 Biomedical
Sciences, Feb 2013)

• Re-watching at own pace
• Back up if absent

@leonie_learning

Lecture behaviour
During a typical lecture, how much

understand?
can you concentrate on?

(a) do you
(b)

60%
50%

Able to concentrate

40%

Able to understand

30%
20%
10%
0%
little

about half

most

all

* 312 respondents (Feb 2013)

@leonie_learning

Similar to previous studies: popular reasons for use
• Review lectures /revision typically most popular reason, e.g. 75-95% using
for this reason (Bramble & Singh 2011; Buchanan et al. 2010; Holbrook & Dupont
2009; Reader, et al. 2012); 60-65% (Fernandes et al. 2008; Settle et al. 2011)

• Preparation for exams 70-80% (Bramble & Singh 2011; Buchanan et al.
2010, Copley 2007, Gosper et al. 2008)

• Difficult topics 75-80% (Bramble & Singh 2011; Buchanan et al. 2010, Gosper
et al. 2008; Reader et al. 2012) vs 24% Fernandes et al. 2008

• Note-taking at own pace 74% Gosper et al. 2008 vs 30-40% Copley 2007
• Catching up with missed lectures very varied: 83% Gosper et al. 2008;
72% Holbrook & Dupont 2009; 60% Settle, 48% Reader et al. 2012, 30-40% Copley
2007; 24% Fernandes et al. 2008

• NB Substitute for live lectures rare reason: 5-10% (Bramble & Singh 2011;
4% Fernandes et al. 2008

@leonie_learning

However, previous study shows potential discrepancies
between reported and actual behaviour
Gorissen et al. (2013) 280 engineering students’ survey responses on
why lecture capture was important to their recorded behaviour:
• 96% said it’s important for catching up with missed lectures, but
only 27% watched the full length of 1 or more lectures.
• 93% said it’s important for preparing for exams, and accesses
were much higher before test, assignment and exam.
• 54% said it’s important for reviewing material after a lecture, but
<10% accesses occurred within 1 week of the lecture
• Self-report of proportion of lectures watched seemed accurate
• 70% believe they usually watched over 75% of a recording, but
only 7% watched over 50%

@leonie_learning

How do students
use the recordings?

@leonie_learning

Amount of recording used
How often did you

whole lecture?
watch/listen to the short segments?

(a) watch/listen to the
(b)

% respondents who answered often or always
50%
40%
30%

Whole lecture

20%

Short segments

10%
0%
February…

May-June…

@leonie_learning

Comparison to previous studies: varied viewing habits
• Gosper et al. (2008) found 71% of 815 students surveyed
preferred using whole lecture vs 33% more selective
• Soong et al. (2006) found 48% of 1160 students surveyed
preferred using selected clips vs 29% whole lecture
NB! Gorissen et al. (2013) found 70% students believe they usually
watched >75% of a recording, but only 7% actually watched >50%

@leonie_learning

Behaviour while using recordings
•
•
•
•
•
•
•

94%

Pause to think/make notes

86%

Write notes

84%

Watch some segments repeatedly

51%

Consult other sources of information on the topic

55%

Eat or drink

25%

Browse mail / Facebook / other websites

15%

Travel i.e. on bus/train/walking

*Based on responses to 2 multiple selection questions in February 2013 survey

@leonie_learning

Comparison to previous study: different access patterns
among students
Brotherton & Abowd (2004) analysed behaviour logs of students at
Georgia Tech and categorised them as
•
•
•
•
•

Straight through: without pauses (most common)
Start-stop: with pauses, but no jumps
Skip-ahead: with jumps forward
Re-listen: with jumps backward
Non-sequential: with jumps forward and backward

@leonie_learning

Students’ advice to others
What advice would you offer a new
student on how to use the recordings
most effectively? *

•

Use selectively for difficult material

• Or re-watch whole for consolidation
• Use as a supplement after lectures
* 150
respondents, postexam survey

• Control the pace: pause, increase speed

@leonie_learning

Use recordings selectively
“You're not here to memorise 200 hours of lectures.”

“Only listen if you don't understand and
need clarification that can't be gotten
from the Internet or textbook.”

“Read over the lecture slides first and then watch the parts
of the lecture that you are unclear about. Saves time.”

@leonie_learning

Use for consolidation
“Don't skip any parts, because sometimes you might
be able to hear details that you feel like you've just
heard for the first time. Those little things help.”

“Review the lectures in the comfort of your own home, and
take advantage of the ability to pause and rewind in order
to make detailed notes and look things up mid lecture.”

@leonie_learning

“A supplement not a replacement”
“Go to the lecture! It's not a substitute and you can't ask the
video questions – the video is good for those hard concepts you
can't seem to wrap your head around or for those days when your

concentration was not at its best."

“Mark on the lecture handout with a star or something
the sections you will want to listen to again, and the rough
time, to help you find it later on.”

@leonie_learning

When to watch?
“Try to watch the recordings if you need to as soon as possible
after attending the lecture, so you can clear up anything you
don't understand and make any relevant notes while the subject
content is still fresh in your mind.”

“Watch again a few weeks later – basic concepts are
clearer by then, allowing you to re-watch and pick up
finer, more detailed points of the lecture.”

@leonie_learning

Control the pace
“You can stop and
rewind, re-listen to sections
you don't understand and skip
the parts you already know.”

“Listen to them at
double speed, then
slow it down for
anything that isn't
clear, or that needs to
be thought through more
attentively."

@leonie_learning

Recommendations for study habits
 Learn how to improve concentration in both live lectures and when
watching recordings, to use time efficiently

 Develop good note-taking skills, identifying the key points, structuring the
information and noting when to refer to recordings or textbooks

 Use recordings selectively, just for the parts found difficult or not caught
properly, and look at different resources if still stuck.

 Take control: pause to refer to other sources, replay or slow down the
speed of difficult bits; speed up or skip the easy bits

 Experiment with using both Echoplayer and mp4s
 Make notes or diagrams that are concise enough to revise from; a
complete record of everything the lecturer says will probably not be helpful

@leonie_learning

What are students’
technical preferences?

@leonie_learning

Devices used
100%

* 293 respondents (Feb 2013)

90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Own laptop or
desk compter

College
computer

Tablet or ipad

Smartphone

MP3 player or
ipod

@leonie_learning

Online viewing vs downloading
50%
40%
30%

Online
20%

Download

10%
0%

Never

Rarely

Sometimes

Often

* Based on 300 respondents (Term-time survey, Feb 2013)

Always

@leonie_learning

Personal audio devices
32% still using own devices despite lecture capture system
70%
60%
50%
40%
30%
20%
10%
0%

Not at all Occasionally (<10 lectures) Regularly

* Based on 233 respondents (post-exam survey, June 2013)

Most/all lectures (>75%)

@leonie_learning

Recommendations for use of
personal devices
 Continue allowing students to use own devices until lecture capture
system is more reliable and recordings are available faster

 Usage should be subject to the same agreement as use of
university-provided lectures, ie personal use, no external sharing.
Explain to that the lecturers own copyright of any recordings students
makes as their voices.

 If the university lecture capture system fails, ask students to upload
their own audio recordings (system needs to avoid duplicate uploads)

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