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Lecture capture: reflections on pedagogy vs. perception

  • Russell Crawford
  • Keele University
Research Output:
Contribution to journal
Article
 Peer-review

Open access

Abstract

I have been sitting on this piece of writing for a while now. Partially due to time factors but mostly due to how these thoughts might be interpreted, or rather misinterpreted, given the current HE sector trends. I originally intended this piece to help inform close colleagues from different disciplinary contexts about the pedagogy underpinning lecture capture technologies, but it occurred that this was a conversation that was worth having in a wider forum. There is a wide selection of papers that look at student perception of lecture capture but evaluation strategies rarely include front‐line teaching staffs’ opinions (Sim, 2018). I use the qualifier ‘front‐line’ because where staff are concerned, lecture capture seems to form a nexus around which teachers and managers differ in opinion. These opinions seem to depend on individual drivers of success and excellence. I should state up front that I am lecture capture neutral, meaning that I think of it as a tool and, as with all tools, if you use it well, it works, and if you do not, it does not. I thought it was time to share my views in the hope that colleagues can use these points to better inform their use of this divisive learning technology.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development

Publication milestones

  • Published - 08/2018

Publication status

Published - 08/2018

ISSN

2047-3265

Publication IDs

  • handle.net: 10547/622821

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