Recorded lectures: The good and the bad
As with any technology, lecture capture has its pros and cons, so let’s start with the pluses.
This stuff works. I wrote a meta-study two years ago looking at the accumulated research examining the efficacy of lecture capture and videoconferencing for education and overall, the positives far outweigh the negatives.
Various studies already show grades improving, improved retention rates, and enhanced engagement with students (and this has been far easier to prove with lecture capture than traditionally has been the case with videoconferencing). More recently I surveyed more than 160 higher education practitioners and technology buyers, and four out of five see lecture capture as a competitive differentiator.
Visit any vendor website, let’s say Sonic Foundry or Echo360 or Tegrity, and you can find testimonial after testimonial, university study after study, discussing the benefits of lecture capture.
In the fall 2010 Tegrity Student Survey of 6,883 college age and adult higher education students, 64 percent reviewed recorded class sessions from six to well in excess of 20 times in a semester. A whopping 85 percent stated that having access to recorded lectures made study somewhat or much more effective than normal.
About a third indicated that lecture capture significantly increased their success in the course, and almost 46 percent said that it increased somewhat their success in the course. Seventy-three percent indicated that lecture capture significantly or somewhat improved their grade in the course.
The beauty of lecture capture is that it allows learners to revisit and review material and creates a feedback mechanism between instructor and learner.