Many Swiss universities have been recording the teaching of theoretical lessons in large lecture halls for a while now. As a result of the pandemic measures, face-to-face lectures at ETH Zurich were completely replaced by online lectures. These were recorded to give those students the chance to listen to the lecture who had to stay away due to health reasons. Students were thus able to organize their learning flexibly and adapt it to their personal situations. Adaptive learning stands for the “adjustment of a permanently changing teaching situation, to different learning understandings, learning successes and to the behavior of the students”.
Advantages and disadvantageous of lecture capture
With lecture capture, however, there are no active intervention options available to the instructor, which is why the subject terms “independent, self-regulated learning” fit better with lecture capture instead of “adaptive learning.” With lecture recordings, students can choose to watch lectures on campus, from a different location, or at a different time. Furthermore, breaks could be taken, and content could be repeated more easily. In addition, listening to the lectures repeatedly – as with podcast – would make the content much easier, which would simplify exam preparation. Observations of lecturers, on the other hand, showed that answers to exams with knowledge questions were written in practically the same wording as longer video excerpts. Accordingly, videos were not used very creatively and reflectively, and lecturers had to adjust the cognitive level of the exam questions. However, despite the advantages of self-regulation and especially because of the adaptations of the teaching and examination situation, the right strategies are needed to use lecture recordings effectively and sustainably in the personal learning process.
Strategies for effective use of lecture capture
Nordmann, & McGeorge (2018) consider the evidence concerning the impact of student access to lecture capture. Students perceive having access to recordings as enhancing their experience and providing a flexible resource to aid their studies. They provide an overview of current institutional lecture capture policies and present recommendations for guidance to support students, staff, and policy writers. In the year of the pandemic, moreover, Nordmann et al. (2020) provide practical recommendations to promote self-regulated strategies for using lecture notes for students. They emphasize the importance of attendance and effective note-taking and provide advice on how to best use lecture capture as a tool for catching up or reviewing.
References:
- Nordmann, E., & McGeorge, P. (2018). Lecture capture in higher education: time to learn from the learners. PsyArXiv.
- Nordmann, E., Küepper-Tetzel, C. E., Robson, L., Phillipson, S., Lipan, G. I., & Mcgeorge, P. (2020). Lecture capture: Practical recommendations for students and instructors. Scholarship of Teaching and Learning in Psychology.
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