I was asked recently whether there was any evidence to show that provision of lecture captures affects student satisfaction. Whilst many journal articles on lecture capture will affirm that use of captures does positively affect satisfaction, I explore here why simply providing captures (i.e. providing the tool) does not automatically lead to student satisfaction. It’s probably a little more complicated than that.
First, I’ve not come across a specific paper that explores the relationship between student satisfaction and provision of lecture capture, not within the UK context at least. This is probably largely down to the difficulty of reliably quantifying what satisfaction is. If we were to use the National Student Survey (NSS) results, it would be questionable to differentiate a single variable as the cause of changes from such broad question sets, which may have multiple interpretations (Bennett & Kane, 2014). For example, does lecture capture, or rather the satisfaction impact from provision and subsequent use, fall under ‘general IT resources’ or ‘staff are good at explaining things’ (NSS, 2015)? There are resources out there which declare that capture provision improves satisfaction, but these need to be critically reviewed as they may also refer to particular types of video podcasts or captures (rather than institutional automated systems), or feature as marketing for vendors.
If we think, as I’ve argued in my research, that lecture capture provision is part of a bigger picture that involves the types of learning resources, learning experiences and approaches students themselves decide to adopt when studying (Cornock, 2015), then it’s hard to correlate whether the provision of the capture or the consequences of provision of capture are directly responsible for changes in satisfaction. As one example, the question over whether provision of lecture capture affects attainment is still debated, evidenced and counter-evidenced (Newton et al., 2014). If satisfaction is related to attainment, it will be hard to justify.
Lecture capture does provide greater flexibility, empowers students to utilise the lecture content in ways that suit their study approaches, is more inclusive for disabled students and students with English as a second language, and allows students to engage in class differently (Newton et al., 2014; Cornock, 2015). It’s not too far a stretch to say that these factors may positively contribute towards satisfaction. However, without adequate technical and pedagogical support mechanisms, good technical quality of captures, buy-in from colleagues and understanding of how captures can support learning, the act of provisioning lecture capture systems alone might not have the desired effect. All these things need to come together to ensure not just the provision of a good supplementary learning resource, but to enable students to make the most of it as part of their independent learning. Improving student satisfaction consists of more than just meeting student demand.
From the papers I’m aware of, there are a few that refer to increased satisfaction (or enjoyment, which may be similar but not necessarily the same!), but the reason for increased satisfaction is open to interpretation:
- Euzent, P., Martin, T., Moskal, P. and Moskal, P. (2011). ‘Assessing Student Performance and Perceptions in Lecture Capture vs. Face-to-Face Course Delivery’, Journal of Information Technology Education, 10, 295-307.
- Cooke, M. et al (2012). ‘Lecture Capture: first year student nurses’ experiences of a web-based lecture technology’, Australian Journal of Advanced Nursing, 29(3):14-21.
- Traphagan, T., Kucsera, J.V. and Kishi, K. (2010). ‘Impact of class lecture webcasting on attendance and learning’, Education Technology Research and Development, 58:19-37.
If you are working in this area and are exploring the impact of lecture capture use against student satisfaction, please do share your thoughts and references in the comments.
Bennett, R. and Kane, S. (2014). ‘Students’ interpretations of the meanings of questionnaire items in the National Student Survey’, Quality in Higher Education, 20(2):129-164.
Cornock, M. (2015). Justifying lecture capture: the importance of student experiences in understanding the value of learning technologies. Extended paper, #867, ALT-C 2015 – Shaping the future of learning together. Annual Conference of the Association for Learning Technology, 8-10 September 2015, University of Manchester, UK. Abstract [PDF]. Slides [SlideShare].
Newton, G., Tucker, T., Dawson, J. and Currie, E. (2014) ‘Use of Lecture Capture in Higher Education – Lessons from the Trenches’, TechTrends, 58(2), 32-45.
NSS (2015) National Student Survey Question Set. Available online [PDF].