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The impact of lecture recordings on he student approaches to learning

Loughlin, Colin LU (2018) 17th European Conference on e-Learning, ECEL 2018 2018. p.658-662
Abstract

The impact of lecture recordings on HE student approaches to learning Note-taking as a study-skill amongst students in Higher Education (HE) is acknowledged as a fundamental component of academic success. Intrinsic factors such as cognitive capacity, motivation and epistemological beliefs effect note-taking quantity and quality (e.g. Kiewra, 1985). However, this study looks at the extrinsic influences of the provision of lecture recordings and lecture slides. There is little published research into the impact of lecture recordings on student approaches to note-taking during lectures, although, previous studies have suggested that that the ubiquitous availability of lecture slides has a material effect on the quantity of notes-taken... (More)

The impact of lecture recordings on HE student approaches to learning Note-taking as a study-skill amongst students in Higher Education (HE) is acknowledged as a fundamental component of academic success. Intrinsic factors such as cognitive capacity, motivation and epistemological beliefs effect note-taking quantity and quality (e.g. Kiewra, 1985). However, this study looks at the extrinsic influences of the provision of lecture recordings and lecture slides. There is little published research into the impact of lecture recordings on student approaches to note-taking during lectures, although, previous studies have suggested that that the ubiquitous availability of lecture slides has a material effect on the quantity of notes-taken during lectures (Loughlin, 2015). This ongoing mixed methodology study set out to observe the influence that the availability of lecture recordings has on: student note-taking practices, revision strategies and learning outcomes. Students at a Higher Education Institution in the UK were observed during twelve, two-hour long, lectures. These lectures were recorded, and the recordings made available to students on the VLE later the same day. The whole Cohort were asked to complete an online. The usage data from the lecture recordings were then analysed and compared with student note-taking practices and module test scores. Early results from this pilot study indicate, predictably, that lecture recordings are accessed predominantly just after the lecture itself and again during revision periods. The availability of lecture recordings appears to have less of an impact on approaches to studying than the availability of lecture slides. However, the combined effect on note-taking during the lecture itself is considerable, and it is these student behaviours, which are the result of emerging technologies, that will be discussed in this paper.

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Please use this url to cite or link to this publication:
author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
Lecture capture, Lecture recording, Lectures, Note-taking, Notes
host publication
Proceedings of the 17th European Conference on e-Learning, ECEL 2018
editor
Andreatos, Antonios; Sgouropoulou, Cleo; Ntalianis, Klimis; ; and
volume
2018
pages
5 pages
publisher
Academic Conferences and publishing International Limited
conference name
17th European Conference on e-Learning, ECEL 2018
conference location
Athens, Greece
conference dates
2018-11-01 - 2018-11-02
external identifiers
  • scopus:85057973552
ISBN
9781912764075
language
English
LU publication?
yes
id
679406d9-6fa5-46c0-9b2d-91524a498415
date added to LUP
2018-12-20 15:07:06
date last changed
2019-01-06 14:21:04
@inproceedings{679406d9-6fa5-46c0-9b2d-91524a498415,
  abstract     = {<p>The impact of lecture recordings on HE student approaches to learning Note-taking as a study-skill amongst students in Higher Education (HE) is acknowledged as a fundamental component of academic success. Intrinsic factors such as cognitive capacity, motivation and epistemological beliefs effect note-taking quantity and quality (e.g. Kiewra, 1985). However, this study looks at the extrinsic influences of the provision of lecture recordings and lecture slides. There is little published research into the impact of lecture recordings on student approaches to note-taking during lectures, although, previous studies have suggested that that the ubiquitous availability of lecture slides has a material effect on the quantity of notes-taken during lectures (Loughlin, 2015). This ongoing mixed methodology study set out to observe the influence that the availability of lecture recordings has on: student note-taking practices, revision strategies and learning outcomes. Students at a Higher Education Institution in the UK were observed during twelve, two-hour long, lectures. These lectures were recorded, and the recordings made available to students on the VLE later the same day. The whole Cohort were asked to complete an online. The usage data from the lecture recordings were then analysed and compared with student note-taking practices and module test scores. Early results from this pilot study indicate, predictably, that lecture recordings are accessed predominantly just after the lecture itself and again during revision periods. The availability of lecture recordings appears to have less of an impact on approaches to studying than the availability of lecture slides. However, the combined effect on note-taking during the lecture itself is considerable, and it is these student behaviours, which are the result of emerging technologies, that will be discussed in this paper.</p>},
  author       = {Loughlin, Colin},
  editor       = {Andreatos, Antonios and Sgouropoulou, Cleo and Ntalianis, Klimis},
  isbn         = {9781912764075},
  keyword      = {Lecture capture,Lecture recording,Lectures,Note-taking,Notes},
  language     = {eng},
  location     = {Athens, Greece},
  pages        = {658--662},
  publisher    = {Academic Conferences and publishing International Limited},
  title        = {The impact of lecture recordings on he student approaches to learning},
  volume       = {2018},
  year         = {2018},
}