Students in a lecture hall

Lecture capture allows instructors to video record lectures in a digital format and make them available to students online. As a result, students can view and interact with the videos on their computers and mobile devices. Further, instructors can share their lectures with colleagues around the world, allowing students at different institutions access to a variety of learning materials. Students consistently rank lecture capture as an essential tool, and, while some faculty worry that students will not attend classes if they know the lectures are being captured, research shows that a majority of students will still attend class even when a lecture capture system is in place (DeAngelis 2015, Pursel & Fang 2012). Most students cite using lecture capture materials to review concepts and revise work, offering students a valuable study tool where they can work at their own pace (DeAngelis 2015, Schreiber et al. 2010).

Options for Lecture Capture

  • Assisted classroom lecture capture is when the instructor is assisted with the design and/or the technical recording of the lecture.
  • Self-produced classroom lecture capture is when the instructor uses appropriate technologies without additional assistance to record their lecture.
  • The eLearning Studio is a video production facility located in Hutchison Hall. The studio can be used to record short lectures, assisted or unassisted. The studio allows for the production of videos with very high production value (clear audio and HD video with a professional camera). The studio features a green screen, PowerPoint capture setup and a Learning Glass setup, for “chalktalks.”
  • Screen capture lecture capture is done with a software application, such as Camtasia, that captures all that is happening on your computer screen along with your narration.

Benefits of Lecture Capture

A few examples of how lecture capture can be used to offer benefits in support of good teaching and higher-level learning include:

  • Multimodal approach to tap into various learning styles
  • Provides flexible learning for students
  • Promotes interactive learning
  • Embedded quizzes offer students low-risk self assessment of understanding
  • Diversifies instruction with international collaborations
  • Allows for more active learning in the classroom
  • Student review of course materials (particularly for complex clinical or mechanical procedures and preparation for course exams)
  • No missed lectures for students
  • Repurposing of content for face-to-face, online, and hybrid courses
  • Possibilities to create a shared video library with colleagues
  • Recruitment – give prospective students a glimpse of your class
  • Faculty and instructional staff self reviews of teaching style

Lecture Capture Concerns

There is some concern among educators that posting lectures online will discourage students from attending face-to-face class. However, research on this matter suggests that this concern is unwarranted. Over the years of having many alternative forms of recording lectures (audio tape, podcasts, vodcasts, webcasts, etc.) students find that recordings take as much time to absorb as a live lecture and they value the opportunity for in-class question-and-answer.

Pursel & Fang (2012) reviewed 47 articles on lecture capture, concluding that “…self-reported data and actual attendance counts indicated no influence or no negative influence of lecture capture technologies on attendance in the majority of studies.” Schreiber et al. (2010) found that students recognized the importance of attending lectures, and perceived recorded lectures as supplementary to class attendance rather than a replacement.

Using Lecture Capture as a Teaching Strategy: A Few Best Practices

  • Clearly identify why you have chosen to use lecture capture and share that with your students
  • Create short video vignettes of your full lecture (i.e. using your lecture narrative and visuals, create a 2-3 minute synopsis of each concept)
  • Design your lecture to be interactive (polls, quizzes, Q&A, activity prompts)
  • Provide links to additional course related content. Give students a reason to view by giving them something more (students can view the full lecture or just the additional links if they were present for the full lecture).
  • Clearly title the lecture so students can quickly find the one they need to review.
  • End the video with an appropriate real world challenge to your students.
  • Encourage team collaboration.
  • Post lectures online within 48 hours of original lecture.
  • Ensure that the materials used in your lecture capture (i.e., music, video, images), are not copyright protected. A good resource for finding copyright free assets is Creative Commons and Copyright For Educators.
  • Caption videos to make them accessible to all students. Under the Individuals with Disabilities Education Act (IDEA), it is required that students with disabilities receive access to the general curriculum. Video lectures must include closed captioning. Where available, it is also recommended to include a link to a transcript of the video as well.

Where to Get Help

To learn about upcoming training opportunities or to request instructional design assistance with integrating lecture capture or other types of video into your teaching contact, Mark Wilson, mwil@ucdavis.edu, at Academic Technology Services.

References & Resources

DeAngelis, K.. (2015). Lecture Capture: Student Opinion and Implementation Strategies. Retrieved from http://teaching.uncc.edu/learning-resources/articles-books/tip-sheets/lecture-capture

Fredette, M.. (2013). 6 Innovative Uses of Lecture Capture. Retrieved from https://campustechnology.com/articles/2013/11/20/6-innovative-uses-of-lecture-capture.aspx?=CT2

Pursel, B., & Fang, H. N. (2012). Lecture capture: Current research and future directions. Schreyer Institute for Teaching Excellence, Pennsylvania State University.

Schreiber, B., Fukuta, J., & Gordon, F. (2010). Live lecture versus video podcast in undergraduate medical education: A randomised contolled trial. BMC Medical Education. 10. Retrieved from https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-10-68