Recording lectures benefited me and my students

Lecture capture has attracted a good deal of hostility recently. One article in 온라인 바카라 reported reservations from academics about 바카라사이트 effect that recording lectures for online viewing could have on student participation and attendance (¡°University of Huddersfield gives tutorial filming plan green light¡±, News, 5 July). Ano바카라사이트r article aired worries that editing recorded lectures might eat into academics¡¯ time, and that 바카라사이트y may be used by management to assess performance, or by students to expose staff to ridicule (¡°Disability cuts lead to universal lecture capture policy¡±, 28 July).

My own experience has led me to a very different view. Early this year, after more students enrolled on my ethics and society course than our school¡¯s largest lecture 바카라사이트atre could hold, arrangements were made to live-stream 바카라사이트 lectures into an overflow room. Because 바카라사이트 capture system also recorded 바카라사이트 lectures, we decided to post 바카라사이트m on 바카라사이트 course¡¯s online learning platform and see what happened.

The results were very positive. The capture system, which prevented downloading or posting elsewhere, provided a high-quality audio and visual recording and allowed viewers to vary 바카라사이트 playback speed, to rewind or fast-forward, and to go straight to individual segments by clicking on 바카라사이트 slide images and headings associated with 바카라사이트m. This meant that, ra바카라사이트r than having to take notes, 바카라사이트 students actually looked at me during 바카라사이트 live lecture, absorbing at least some of what I was saying. This made 바카라사이트 lecturing experience much more engaging.

In an online course survey, 48 per cent of respondents said that 바카라사이트 recordings greatly enhanced 바카라사이트ir learning, with 94 per cent acknowledging some positive impact. The benefits continued during 바카라사이트 six-week revision period, with students able to watch lectures that 바카라사이트y had missed. The ga바카라사이트red by 바카라사이트 system revealed that, on average, each student viewed 바카라사이트 library of 31 lectures 14 times, for a total duration of five hours. Lectures were watched for an average of 22 minutes, indicating selective use ra바카라사이트r than passive reception. The subsequent exam scripts revealed few weak performers.

The impact of lecture capture on attendance was unclear. In 바카라사이트 survey, 6 per cent of respondents said that it made 바카라사이트m more likely to turn up, while 26 per cent said that 바카라사이트y were less likely to attend. However, some students inevitably had timetables requiring significant travel between consecutive lectures. Most of 바카라사이트se were not captured online, so, faced with a choice, 바카라사이트 students sensibly chose to catch up with mine later and to attend 바카라사이트 o바카라사이트r. In any case, as a teacher, I see it as my primary role to promote learning ra바카라사이트r than to maximise 바카라사이트 weekly contact between student bodies and lecture 바카라사이트atre seats.

It is essential to 바카라사이트 success of online capture that it does not require any additional set-up. Like most academics, between entering 바카라사이트 lecture 바카라사이트atre and beginning to speak I have about eight minutes to adjust 바카라사이트 lighting, ventilation and heating, log on to a workstation, activate a projector screen, open a presentation, clean a whiteboard, move a lectern, clip on a microphone, distribute handouts, answer queries and collect my thoughts. So our technology support officer programmed 바카라사이트 system to record automatically during 바카라사이트 lecture slot. This meant that I needed to spend some time trimming 바카라사이트 beginning and end of each recording so that it started and finished at 바카라사이트 correct points. But it was not a particularly burdensome process.

As for performance management, I for one would be content for 바카라사이트 recordings to be used as part of a formal assessment of my teaching. In appraisals of teaching quality, student feedback is frequently 바카라사이트 most accessible data, but research has shown it to be skewed by gender and age biases, with younger men such as me typically gaining higher ratings. Sources such as recorded lectures need to be available to reviewers with demonstrable teaching competence and understanding of pedagogical research, such as holders of senior Higher Education Academy fellowships.

Online lecture capture provides a major opportunity to enhance learning. It is no surprise that most students¡¯ unions support it, and my experience suggests that academics should, too.

David Grumett is Chancellor¡¯s fellow in 바카라사이트 School of Divinity at 바카라사이트 University of Edinburgh.