Student practices in use of lecture recordings in two first-year courses: Pointers for teaching and learning

  • V. Frith University of Cape Town
  • P. Lloyd University of Cape Town

Abstract

Although there is a large body of research that exists internationally about how students use lecture recordings, it is necessary to consider the South African situation, where a large proportion of students entering higher education are underprepared and for whom English is not their first language. This study investigated student use of lecture recordings in two different first-year courses, one a standard mathematics course and the other a quantitative literacy course using a lecture-workshop mode of delivery. The results from this study confirm much of what has been seen internationally, that is, that students value the availability of lecture recordings and perceive that their learning is improved by having access to them. Lecture recordings are used mainly to make up for missed lectures, but also to review material from lectures and improve notes made in lectures. There is also evidence of increased usage of recordings immediately prior to assessments. This study found no evidence of a relationship between lecture attendance and recording usage. It also revealed that the extent of use of lecture recordings differs in different course contexts, and that students with lower academic English competence make significantly greater use of the recordings. Limitations that became apparent due to reliability of data obtained by different methods (from questionnaires and from the learning management system) are discussed. Finally, recommendations are made for classroom practice that could enhance academically immature students’ use of lecture recordings as a valuable learning resource.

Author Biographies

V. Frith, University of Cape Town
Academic Development Programme
P. Lloyd, University of Cape Town
Academic Development Programme

References

Chen, J. and T. F. Lin. 2012. Do supplemental online recorded lectures help students learn microeconomics? International Review of Economics Education 11(1): 6–15. http://citeseerx.ist. psu.edu/viewdoc/download?doi=10.1.1.676.1487&rep=rep1&type=pdf#page=6

Collier-Reed, B. I., J. M. Case and A. Stott. 2013. The influence of podcasting on student learning: A case study across two courses. European Journal of Engineering Education 38(3): 329–339. https://doi.org/10.1080/03043797.2013.786026

Council on Higher Education. 2019. Vital Stats: Public Higher Education 2017. Pretoria. https://www.che.ac.za/media_and_publications/monitoring-and-evaluation/vitalstats-public-higher-education-2017

Cummins, J. 1999. BICS and CALP: Clarifying the distinction. https://files.eric.ed.gov/ fulltext/ED438551.pdf

Danielson, J., V. Preast, H. Bender and L. Hassall. 2014. Is the effectiveness of lecture capture related to teaching approach or content type? Computers & Education 72: 121–131. https://dx.doi.org/ 10.1016/j.compedu.2013.10.016

Draper, M. J., S. Gibbon and J. Thomas. 2018. Lecture recording: A new norm. The Law Teacher 52(3): 316–334. https://doi.org/10.1080/03069400.2018.1450598

Dunlosky, J., K. A. Rawson, E. J. Marsh, M. J. Nathan and D. T. Willingham. 2013. Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest 14(1): 4–58. https://doi.org/ 10.1177%2F1529100612453266

Griesel, H. 2006. Access and entry level benchmarks, the National Benchmark Tests Project. Pretoria: Higher Education South Africa. http://www.cetap.uct.ac.za/sites/default/files/image_tool/images/ 216/2006_HESA_Access%20and%20Entry%20Level%20Benchmarks.pdf

Karnad, A. 2013. Student use of recorded lectures: A report reviewing recent research into the use of lecture capture technology in higher education, and its impact on teaching methods and attendance. London School of Economics and Political Science, London, UK. http://eprints. lse.ac.uk/50929/1/Karnad_Student_use_recorded_2013_author.pdf

Kay, R. H. 2012. Exploring the use of video podcasts in education: A comprehensive review of the literature. Computers in Human Behavior 28: 820–831. https://doi.org/10.1016/j.chb.2012.01.011

Mallinson, D. and Z. Baumann. 2015. Lights, camera, learn: Understanding the role of lecture capture in undergraduate education. PS: Political Science & Politics 48(3): 478–482. https://doi.org/ 10.1017/s1049096515000281

Nordmann, E., C. Calder, P. Bishop, A. Irwin and D. Comber. 2019. Turn up, tune in, don’t drop out: The relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study. Higher Education 77: 1065–1084. https://doi.org/10.1007/s10734-018-0320-8

Nordmann, E. and P. McGeorge. 2018. Lecture capture in higher education: Time to learn from the learners. Preprint. https://psyarxiv.com/ux29v

O’Callaghan, F. V., D. L. Neumann, L. Jones and P. A. Creed. 2017. The use of lecture recordings in higher education: A review of institutional, student and lecturer issues. Educational Information Technology 22: 399–415. https://link.springer.com/article/10.1007%2Fs10639-015-9451-z

Witthaus, G. R. and C. L. Robinson. 2015. Lecture capture literature review: A review of the literature from 2012–2015. Loughborough: Loughborough University. https://dspace.lboro.ac.uk/dspace-jspui/bitstream/2134/25712/3/Witthaus_Lecture

Published
2020-12-12
How to Cite
Frith, V., and P. Lloyd. 2020. “Student Practices in Use of Lecture Recordings in Two First-Year Courses: Pointers for Teaching and Learning”. South African Journal of Higher Education 34 (6), 65-86. https://doi.org/10.20853/34-6-3863.
Section
General Articles