Although lecture recording and blended learning programs have become increasingly commonplace in today’s schools and universities, some educators continue to encounter obstacles with this still-nascent practice.
The specific details of those challenges — installing lecture capture tools in a 95-year-old auditorium, or how to facilitate a blended learning experience for a foreign language curriculum, for instance — vary from campus to campus. Underlying these hurdles, however, is almost always one or more of three root concerns:
Addressing these concerns is key to ensuring educators are prepared to make the most of lecture capture, and that the system can really boost the student learning experience.
We regularly hear from teachers, learning technologists, and other school faculty asking for advice on how they can overcome some of the challenges they encounter when introducing lecture recording on their campuses. Here are three of the most common objections to lecture capture and tips on how to overcome them.
Although most young people today, having grown up with smartphones and social media, are considered “digital natives,” many students have only had limited exposure to university-level learning technologies. And on the flip side, instructors who do not regularly use modern classroom technologies may be wary of learning new digital tools.
Therefore, it is critical that the lecture capture technology you implement must be easy to use and manage. Ideally, this means selecting a video platform that offers a broad range of user-friendly features that make video content creation, management, and viewing as simple as possible. Some features to look out for include:
Some teachers new to lecture capture have expressed concern that recording in-class lectures that students can then access on-demand may lead to decreased classroom attendance. Multiple studies have shown that the use of lecture capture does not have an impact on student attendance. Particularly striking is data from Winston-Salem University, which surveyed students on their experience with lecture capture. Of the students surveyed:
Instructors that record their lectures should clearly communicate their expectations for class attendance and participation and, when possible, encourage student engagement through active learning exercises and in-class discussions.
One worry that we’ve heard from instructors new to lecture capture is that the medium may not support all styles of teaching — in particular, classes that incorporate interactive learning techniques such as group work or peer instruction.
First, it’s important to note that lecture capture is designed to supplement, not replace, the in-class experience — recorded lectures give students a valuable resource when they need to revisit difficult concepts or prepare for an exam. Students often report that having access to recorded lectures enhances their learning experience and enables them to participate more fully during class time, since there is less pressure to take highly detailed notes.
Further, many instructors that use interactive teaching methods find they can turn the tables on lecture capture by using their classroom capture tools to record student exercises for evaluation and feedback. Today students in Business Communications classes at the University of British Columbia’s Sauder School of Business are using the Panopto lecture recording system to practice their presentation skills and identify areas for improvement. And Physician Assistant students at Butler University are using recordings of their interactions with standardized patients to elicit feedback from peers and their professors.