Reilly, P. (2015) Screencasts in Media Studies. Journal of Excellence in Teaching and Learning,
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Abstract
Recent studies show that students are broadly in favour of lecture capture, the process whereby lectures and other classroom activities are recorded and made available online for revision purposes (Andrews et al, 2010; Karnad, 2013; Fang & Pursel, 2012). Students felt they were able to learn at their own pace through the ability to pause and rewind recorded lectures, and used these resources to help prepare for their assignments and catch up on classes they had missed during the semester (see Karnad, 2013 for an overview of student perspectives on lecture capture). The provision of such resources has been found to have virtually no impact upon student attendance in classes (Holbrook and Dupont, 2009). Nevertheless, there remains only limited evidence to suggest that the frequent use of these materials is linked to increased student performance (Philips et al, 2011), with high achieving students still the most likely to benefit from these resources (Von Konsky et al, 2009). Hence academics continue to express skepticism about the pedagogical benefits of using lecture capture in Higher Education. Educational technologists have suggested that it is “the worst educational technology” due to its reproduction of the passive learning experience of the traditional lecture and its inability to engage students with its content (Smithers, 2013). This is emblematic of the broader critique of ‘blended learning’ that has emerged over the past decade, which suggests that it places too much focus on the creation of resources rather than the ways in which they contribute to student learning (Oliver and Trigwell, 2005).
| Item Type: | Articles |
|---|---|
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Reilly, Dr Paul |
| Authors: | Reilly, P. |
| College/School: | College of Social Sciences > School of Social and Political Sciences > Politics |
| Journal Name: | Journal of Excellence in Teaching and Learning |
| Publisher: | University of Leicester |
| ISSN: | 2517-7575 |
| Related URLs: |
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