Lecture capture technology – technically possible, but can it be used effectively?

It is now fairly straightforward to capture live lecture content for later distribution. This may be audio [1], perhaps linked to PowerPoint slides [2], or video recordings [3]-[10]. Preston et al. [8] notice in the literature a pattern of universities introducing these technologies to “adapt to the changing needs of their students”. That students are positive about this technology (for a typical example, see [6]) is worth noting but, as Preston et al. observe academic staff struggling with the technology, it is important to ask what one aims to achieve and whether this technology can be effective against those aims. For example, Cramer et al. [4] found that 73% of their students agreed that their use of a lecture capture system “would enhance their learning”, 54% agreed it “would improve their grades” and 93% agreed it “should be offered in other courses” (pp. 111-112). However, they found “no significant relation between expected grade and both the number of accesses and duration” (p. 112). Perhaps, then, student positivity is not sufficient to recommend wider use of the technology. It is also important to consider a possible negative effect on student learning. If the technology improves learning it may be judged a success (probably this is an aim), or if it makes no difference it may be a waste of time (although it may improve student enjoyment, and therefore feedback, retention, etc.). If instead the technology causes some unseen disadvantage to some students then that makes it potentially damaging.