students’ use of lecture capture

50
Students’ use of lecture capture [email protected] @leonie_learning

Upload: leonie-sloman

Post on 15-Jan-2015

397 views

Category:

Education


3 download

DESCRIPTION

Results from a project on lecture capture conducted for King's College London, School of Biomedical Sciences Oct 2012 - Oct 2013. Please see slide notes for further explanation. This presentation covers: -- The proportion of students using recordings -- How much students used recordings -- Usage by different student groups -- Access patterns -- Reasons for using recordings -- How students used recordings -- Students' technical preferences

TRANSCRIPT

Page 1: Students’ use of lecture capture

Students’ use of lecture capture

[email protected]@leonie_learning

Page 2: Students’ use of lecture capture

@leonie_learning

Contents

1. Background: project scope, aims, previous studies & data sources.

2. Proportion of medical students using recordings

3. How many recordings medical students used: reliability compared to self-report; validity of accesses representing usage

4. Usage by different student groups: by medical program; by course

5.Access patterns: all medical students; individual patterns.

6.Reasons for use: given in pop-up polls vs student surveys

7. How used: amount viewed; reported behaviour while viewing; advice to other students

8.Technical preferences: device; online vs download; personal devices

Page 3: Students’ use of lecture capture

@leonie_learning

Background

Page 4: Students’ use of lecture capture

@leonie_learning

Project scope

•Research undertaken as part of King’s College London,

Technology -Enhanced Learning funded project

•Focused on recordings of lectures for 1281 students:o 425 1st year Biomedical Science students o 469 1st year Medicine students (MBBS 1)o 387 2nd year Medicine students (MBBS 2)

Page 5: Students’ use of lecture capture

@leonie_learning

Project aims

•To understand how Year 1 & 2 medical students and

Year 1 biomedical science students are using recorded

lectures to support their studying and revision.

•To understand how lecture capture affects lecturers’

teaching practice and experience

Page 6: Students’ use of lecture capture

@leonie_learning

Previous studies

Many studies that rely on student self-report

Particularly recommended:

•Gosper et al. (2008): 815 students surveyed & 14 interviewed across four Australian universities (Macquarie, Murdoch, Flinders, Newcastle). Includes a case study on 31 multimedia students’ usage behaviour.

•Echo360 (2011): surveyed 1566 students who use lecture capture in 17 UK/US institutions (65% health subjects)

•Gorissen, van Bruggen & Jochems (2012a): surveyed 517 students at two Dutch universities (Eindhoven, Fontys)

Page 7: Students’ use of lecture capture

@leonie_learning

Studies using server-log data

Particularly recommended: •Gorrissen, van Bruggen & Jochems (2013): compared server log data and self-reported usage of recordings by 307 students at Eindoven University of Technology

•Phillips et al. (2010) & (2011): studied access patterns of 435 students from several Australian universities [part of Gosper project]

•Craig et al. (2009): study of 1350 medical and dental students’ use of recordings across 2 years, University of Sydney

•Bacro, Gebregzuabher & Fitzharris (2010): compared 168 medical students’ use of recordings on 3 basic sciences courses at the Medical University, South Carolina

Page 8: Students’ use of lecture capture

@leonie_learning

Data sources (2012-13)

1 week pop up survey

Nov Dec Jan Feb Mar Apr May

Lecturer self-report

mini poll

focus groups

survey

Student logs (medicine)

 

Student self-report

survey 1

focus groups

survey 2

Page 9: Students’ use of lecture capture

@leonie_learning

Do students use the recordings?

Page 10: Students’ use of lecture capture

@leonie_learning

At least 94% of medical students

accessed the recordings.

* 806 of 856 MBBS 1 & 2 students accessed between 19 Nov 2012 - 27 May 2013

Page 11: Students’ use of lecture capture

@leonie_learning

How much do students use recordings?

Page 12: Students’ use of lecture capture

@leonie_learning

Less than 40

40 to 80

80 to 120

120 to 160

Over 160

Approx 160 lectures recorded for each year

How many lectures did medical students access?

(< 25%)

(25-50%)

(50-75%)

(75-100%)

(>100%) 8%6%

11%20%

55%

Page 13: Students’ use of lecture capture

@leonie_learning

0 1 to 10

11 to 20

21 to 30

31 to 40

41 to 50

51 to 60

61 to 70

71 to 80

81 to 90

91 to

100

101 to

110

111 to

120

121 to

130

131 to

140

141 to

150

151 to

200

201 to

250

251 to

300

020406080

100120140160180200

number of accesses (Nov to May) of approx 160 recordings

num

ber o

f stu

dent

s

How many lectures did medical students access?

Page 14: Students’ use of lecture capture

@leonie_learning

Reliability: reported vs recorded accesses by medical students

0%

5%

10%

15%

20%

25%

30%

35%

Reported Recorded

* Self-report by 165 post-exam survey respondents vs server logs for 855 students

Page 15: Students’ use of lecture capture

@leonie_learning

Validity: accesses vs usage

None Selected (<25%)

Some (25-50%)

Many (50-70%)

Most/all (>75%)

0%

10%

20%

30%

40%

* Based on 155 responses in post-exam survey, Jun 2013

What proportion of downloaded lectures did you actually use?*

Page 16: Students’ use of lecture capture

@leonie_learning

Similar to previous studies: large proportions use recordings, but most use them selectively

• Brooks et al. (2011) found overall access varied from 60% to 90% across 12 different courses at the University of Saskatchewan

• Craig et al (2009) & Bacro et al. (2010) found similarly skewed distribution patterns for the number of recordings accessed by medical (& dentistry) students inSydney & South Carolina.

• Gorissen et al. (2012b) found 90% of 280 engineering students at Eindhoven Technical University used the recordings, but only 4% watched all 34 lectures recorded

• McNulty & Hoyt (2011) found 10-15% of 438 medical students in Chicago used >70% of available lectures; while 64% used <10%

Page 17: Students’ use of lecture capture

@leonie_learning

Which students use the most recordings?

Page 18: Students’ use of lecture capture

@leonie_learning

Male vs female?

1st year vs 2nd year?

Program type?

Confidence? (grade expectations)

Are there differences in how much students access recordings?

Page 19: Students’ use of lecture capture

@leonie_learning

Usage by medicine programFewer graduate/professional students used the recordings

(71% vs 95% on general /extended programs) and they accessed fewer recordings

Students on the extended program accessed more recordings

Standard program (n= 678)

Extended program (n=150)

Graduate/professional condensed program

(n=28)

Number of accesses per student

Page 20: Students’ use of lecture capture

@leonie_learning

Usage by course

0%

5%

10%

15%

20%

25%

30%

Medics Biomed

More biomedical science students self-reported using large numbers of recordings – but difference not statistically significant

Page 21: Students’ use of lecture capture

@leonie_learning

When do students use the recordings?

Page 22: Students’ use of lecture capture

@leonie_learning

19/1

1/12

26/1

1/12

3/12

/12

10/1

2/12

17/1

2/12

24/1

2/12

31/1

2/12

2013

/1/7

2013

/1/1

4

2013

/1/2

1

2013

/1/2

8

2013

/2/4

2013

/2/1

1

2013

/2/1

8

2013

/2/2

5

2013

/3/4

2013

/3/1

1

2013

/3/1

8

2013

/3/2

5

2013

/4/1

2013

/4/8

2013

/4/1

5

2013

/4/2

2

2013

/4/2

9

2013

/5/6

2013

/5/1

3

2013

/5/2

0

2013

/5/2

70

100

200

300

400

500

600

700

800

18 Dec

25 Dec

15 Apr

Mid-sessional exam

Exams

Recordings accessed per day by 856 medical students

Page 23: Students’ use of lecture capture

@leonie_learning

0

5

10

15

20

0

5

10

15

20

Individual access patterns

Two examples of regular access increasing at the end of term

Page 24: Students’ use of lecture capture

@leonie_learning

0

20

40

60

80

100

120

An example of bulk downloading

Individual access patterns

Page 25: Students’ use of lecture capture

@leonie_learning

Similar to previous study: individual access patterns vary among students

Phillips et al. (2010) developed the following labels to categorise students’ access patterns.• Conscientious: access most lectures in the first week available, incl.

high achievers who also revisit later• Good-intentioned: initially regular access then reduces• Repentant: initially little activity, then active in latter half of term• Binger incl. free-timers who binge during holidays and crammers who

leave it all to last 2 weeks before exams• Random• One-hit wonder• Disengaged: not used at all

Page 26: Students’ use of lecture capture

@leonie_learning

Why do students use the recordings?

Page 27: Students’ use of lecture capture

@leonie_learning

Pop-up poll for medics

Page 28: Students’ use of lecture capture

@leonie_learning

Pop-up poll active periods

0

100

200

300

400

500

600

700

800

Mid-sessional exam (Jan) Ex-

ams

Poll 1(Nov)

Poll 2(Jan)

Poll 3(Mar)

Poll 4(May)

628 (73%) medical students responded for 5156 accesses (excluding SKIPs and repeated accesses of the same lecture on one day)

Page 29: Students’ use of lecture capture

@leonie_learning

Reasons medical students selected for accessing recordings

Re-watching for revision

Difficult topic

Note comple-

tion

Lost con-centration

Missed lecture

Late for lecture

English is second

language

Other reason0%

10%

20%

30%

40%

50%

60%

70%

80%

Nov Jan Mar May

by 628 (73%) medical students accessing 5156 recordings

Page 30: Students’ use of lecture capture

@leonie_learning

Reasons given in student survey

• To complete notes

• To review a difficult topic

• Re-watching at own pace

• Back up if absent

Please explain what you like about having recorded lectures*

* 259 respondents(25% of MBBS 1 & 2 & Yr 1 Biomedical Sciences, Feb 2013)

Page 31: Students’ use of lecture capture

@leonie_learning

Lecture behaviour

During a typical lecture, how much

(a) do you understand?(b) can you concentrate on?

* 312 respondents (Feb 2013)little about

halfmost all

0%

10%

20%

30%

40%

50%

60% Able to concentrate

Able to understand

Page 32: Students’ use of lecture capture

@leonie_learning

Similar to previous studies: popular reasons for use•Review lectures /revision typically most popular reason, e.g. 75-95% using for this reason (Bramble & Singh 2011; Buchanan et al. 2010; Holbrook & Dupont 2009; Reader, et al. 2012); 60-65% (Fernandes et al. 2008; Settle et al. 2011)

•Preparation for exams 70-80% (Bramble & Singh 2011; Buchanan et al. 2010, Copley 2007, Gosper et al. 2008)

•Difficult topics 75-80% (Bramble & Singh 2011; Buchanan et al. 2010, Gosper et al. 2008; Reader et al. 2012) vs 24% Fernandes et al. 2008

•Note-taking at own pace 74% Gosper et al. 2008 vs 30-40% Copley 2007

•Catching up with missed lectures very varied: 83% Gosper et al. 2008; 72% Holbrook & Dupont 2009; 60% Settle, 48% Reader et al. 2012, 30-40% Copley 2007; 24% Fernandes et al. 2008

•NB Substitute for live lectures rare reason: 5-10% (Bramble & Singh 2011; 4% Fernandes et al. 2008

Page 33: Students’ use of lecture capture

@leonie_learning

However, previous study shows potential discrepancies between reported and actual behaviour

Gorissen et al. (2013) 280 engineering students’ survey responses on why lecture capture was important to their recorded behaviour:• 96% said it’s important for catching up with missed lectures, but

only 27% watched the full length of 1 or more lectures.

• 93% said it’s important for preparing for exams, and accesses were much higher before test, assignment and exam.

• 54% said it’s important for reviewing material after a lecture, but <10% accesses occurred within 1 week of the lecture

• Self-report of proportion of lectures watched seemed accurate

• 70% believe they usually watched over 75% of a recording, but only 7% watched over 50%

Page 34: Students’ use of lecture capture

@leonie_learning

How do students use the recordings?

Page 35: Students’ use of lecture capture

@leonie_learning

Amount of recording used

How often did you

(a) watch/listen to the whole lecture?

(b) watch/listen to the short segments?

February (297 respondents)

May-June (243 respondents)

0%

10%

20%

30%

40%

50%

Whole lectureShort segments

% respondents who answered often or always

Page 36: Students’ use of lecture capture

@leonie_learning

Comparison to previous studies: varied viewing habits

• Gosper et al. (2008) found 71% of 815 students surveyed preferred using whole lecture vs 33% more selective

• Soong et al. (2006) found 48% of 1160 students surveyed preferred using selected clips vs 29% whole lecture

NB! Gorissen et al. (2013) found 70% students believe they usually watched >75% of a recording, but only 7% actually watched >50%

Page 37: Students’ use of lecture capture

@leonie_learning

• 94% Pause to think/make notes

• 86% Write notes

• 84% Watch some segments repeatedly

• 51% Consult other sources of information on the topic

• 55% Eat or drink

• 25% Browse mail / Facebook / other websites

• 15% Travel i.e. on bus/train/walking

Behaviour while using recordings

*Based on responses to 2 multiple selection questions in February 2013 survey

Page 38: Students’ use of lecture capture

@leonie_learning

Comparison to previous study: different access patterns among students

Brotherton & Abowd (2004) analysed behaviour logs of students at Georgia Tech and categorised them as• Straight through: without pauses (most common)• Start-stop: with pauses, but no jumps• Skip-ahead: with jumps forward• Re-listen: with jumps backward• Non-sequential: with jumps forward and backward

Page 39: Students’ use of lecture capture

@leonie_learning

Students’ advice to others

• Use selectively for difficult material

• Or re-watch whole for consolidation

• Use as a supplement after lectures

• Control the pace: pause, increase speed

What advice would you offer a new student on how to use the recordings most effectively? *

* 150 respondents, post-exam survey

Page 40: Students’ use of lecture capture

@leonie_learning

Use recordings selectively

“You're not here to memorise 200 hours of

lectures.”

“Read over the lecture slides first and then watch the

parts of the lecture that you are unclear about. Saves

time.”

“Only listen if you don't understand and

need clarification that can't be

gotten from the Internet or textbook.”

Page 41: Students’ use of lecture capture

@leonie_learning

Use for consolidation

“Don't skip any parts, because sometimes

you might be able to hear details that you feel like

you've just heard for the first time. Those little things help.”

“Review the lectures in the comfort of your own home,

and take advantage of the ability to pause and rewind in order to make detailed notes and look things up mid lecture.”

Page 42: Students’ use of lecture capture

@leonie_learning

“A supplement not a replacement”

“Go to the lecture! It's not a substitute and you can't

ask the video questions – the video is good for those hard concepts you can't seem to wrap your head around or for

those days when your concentration was not at its

best."

“Mark on the lecture handout with a star or

something the sections you will want to listen to again, and

the rough time, to help you find it later on.”

Page 43: Students’ use of lecture capture

@leonie_learning

When to watch?

“Try to watch the recordings if you need to as soon as possible after attending the lecture, so you can clear up anything you don't understand and make any

relevant notes while the subject content is still fresh in your mind.”

“Watch again a few weeks later – basic

concepts are clearer by then, allowing you to re-

watch and pick up finer, more detailed points of the lecture.”

Page 44: Students’ use of lecture capture

@leonie_learning

Control the pace

“You can stop and

rewind, re-listen to

sections you don't

understand and skip the

parts you already know.”

“Listen to them at

double speed,

then slow it down for anything that isn't clear, or that needs to be thought through more attentively."

Page 45: Students’ use of lecture capture

@leonie_learning

Learn how to improve concentration in both live lectures and when watching recordings, to use time efficiently

Develop good note-taking skills, identifying the key points, structuring the information and noting when to refer to recordings or textbooks

Use recordings selectively, just for the parts found difficult or not caught properly, and look at different resources if still stuck.

Take control: pause to refer to other sources, replay or slow down the speed of difficult bits; speed up or skip the easy bits

Experiment with using both Echoplayer and mp4s

Make notes or diagrams that are concise enough to revise from; a complete record of everything the lecturer says will probably not be helpful

Recommendations for study habits

Page 46: Students’ use of lecture capture

@leonie_learning

What are students’ technical preferences?

Page 47: Students’ use of lecture capture

@leonie_learning

Devices used

* 293 respondents (Feb 2013)

Own laptop or desk compter

College computer

Tablet or ipad Smartphone MP3 player or ipod

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Page 48: Students’ use of lecture capture

@leonie_learning

Online viewing vs downloading

* Based on 300 respondents (Term-time survey, Feb 2013)

Never Rarely Sometimes Often Always0%

10%

20%

30%

40%

50%

OnlineDownload

Page 49: Students’ use of lecture capture

@leonie_learning

Personal audio devices

* Based on 233 respondents (post-exam survey, June 2013)

Not at all Occasionally (<10 lectures)

Regularly Most/all lectures (>75%)

-10%

0%

10%

20%

30%

40%

50%

60%

70%

32% still using own devices despite lecture capture system

Page 50: Students’ use of lecture capture

@leonie_learning

Continue allowing students to use own devices until lecture capture system is more reliable and recordings are available faster

Usage should be subject to the same agreement as use of university-provided lectures, ie personal use, no external sharing. Explain to that the lecturers own copyright of any recordings students makes as their voices.

If the university lecture capture system fails, ask students to upload their own audio recordings (system needs to avoid duplicate uploads)

Recommendations for use of personal devices