Effective use of lecture capture in

a large lecture hall course

Twitter: #ELI2015

Nick Linardopoulos, Ph.D., Public

Speaking and Debate Coordinator,
Communication Department, School of
Communication and Information, Rutgers
University

Steve Garwood, Ed.D. Candidate,

Assistant Dean for Instructional Support and
Assessment, School of Communication and
Information, Rutgers University

Poll Primary Role

Whats your primary role at your institution?

Instructor/Faculty
Instructional Design/Technology Staff
Administrator
Other

Sample Recording (1:01)

Local Link
URL http://bit.ly/1yewKnJ

Agenda

Background
Recorded Lectures in Comm 101
Present Study
What Weve Learned

Background - Literature

What the research tells us*

o

Use

Learning

Yes/No
Why/How
Depends

Who benefits most

NNES

* See handout for various sources.

Background - Literature

What the research tells us*

Segment (where possible)
o Be clear in your organization
o Multimedia
o

o
o

Words and Pictures

Be natural
No need for your image

* Mayer, R. E. (2010). Multimedia learning. Cambridge: Cambridge University Press.

Poll Do You Presently Record?

Do you presently pre-record content or record
your live lectures?

Yes, and Im intermediate-pro

Yes, but Im new to it
No, but Im very interested
No, Im on the fence

Background - Recording at SC&I

Panopto
Uses - Online, Hybrid, Face2Face

Background - Comm 101

Large lecture hall course

250 450 students

Attendance via iClicker

Survey communication course

Required for entry to the major

Comm 101 Spring 2013

Spring 2013 Pilot

o

Recording of in class lectures

audio, video, slides

Embed link for review on Sakai

Password protection

Feedback
o

Great idea, hard to utilize and search content

Comm 101 F 2013/S 2014

Fall 2013/Spring 2014 updates
Nick?
Nick?
Captions incorporated

Poll - Experience
Nick and Steve have been recording lectures
in Comm 101 since:

Spring 2013
Fall 2014
Just started in Spring 2015

Comm 101 Fall 2014

Fall 2014

~250 students
26 Recordings - Direct link on dedicated
tab on Sakai
~100 (avg) unique users of each recording
4096 views / 18,261 total minutes viewed
Note: Participation measured via iClicker

Comm 101 Fall 2014

Comm 101: Fall 14 Survey Results

177 responses (71%)

34% male / 64% female / 2% Prefer not to answer

33% caucasion | 30% asian/pacific islander |12% africanamerican | 14% latino/hispanic | 11% other
89% 17-21yrs old
46% 0-12 | 19% 13-30 credits earned | 24% 31-60 | 11% 61+
58% No Communication major |21% Yes | 20% Not Sure
79% English 1st language |21% English 2nd language

Comm 101: Fall 14 Survey Results

177 responses (71%)
Was your decision to enroll in this section of Comm 101 influenced by
the availability of lecture recordings?

Comm 101: Fall 14 Survey Results

177 responses (71%)
The fact that the recording of each class session were available made
it more likely, less likely, or made no difference in your decision to miss
the sessions that you did?

Comm 101: Fall 14 Survey Results

177 responses (71%)
If attendance had not been taken via the iClicker how likely is it that
you would have missed more class sessions?

Comm 101: Fall 14 Survey Results

177 responses (71%)
How many recordings (either fully or partially) of our class sessions did
you end up watching this term (in total)?

Comm 101: Fall 14 Survey Results

177 responses (71%)
Which of the following best describes the time frame in which you
watched the recordings of our class sessions?

Comm 101: Fall 14 Survey Results

177 responses (71%)
If you viewed the recordings as part of your preparation for the exams,
how did you use them?

Comm 101: Fall 14 4 Survey Results

177 responses (71%)
Overall, I feel that the availability of the lecture recordings facilitated the
learning process and helped me meet the objectives of the course:

Comm 101: Fall 14 Survey Results

177 responses (71%)
Overall, I feel the availability of the lecture recordings helped me do
better in the exams for this course:

Comm 101: Fall 14 Survey Results

177 responses (71%)
Overall rating for the set-up through which you could access the
lecture recordings:

Comm 101: Fall 14 Survey Results

177 responses (71%)
Overall, I feel that making the recording of the class sessions/lectures
available was useful this term and should continue in future terms:

Comm 101: Fall 14 Survey Results

Qualitative Comments
I felt that the recordings were very interesting and effective. This was
the first class that had this and it was nice to have so I can just listen in
class without worrying about catching all of the notes and everything
the instructor says

Overall I would say the lecture capturing system is VERY helpful and
should be continued. It is very useful and allows us to review
everything that was said in class plus we can pause and rewind
which is also useful.

Comm 101: Fall 14 Survey Results

Qualitative Comments
I thought it was very effective, and if I didn't understand something or
had missed something it was easy to go back and re-watch.
It is very help if you want to find something. All you need to do is to
search for that key word to find out more information
I think the lecture recordings really helped my overall grade in this
course. Even though I went to 90% of the lectures and only missed 1-2
I still reviewed them because hearing things helps me remember
them better so I used them to study for exams and go over
information I was unsure about.

Comm 101: Fall 14 Survey Results

Qualitative Comments
The lecture recordings can either be extremely useful or useless
depending on the student's attention in class. And for this particular
course, they were useful because a lot of questions for exam were
answered by what Nick had said in class that wasn't on the notes. It
was useful if you missed taking those notes in class and had to go
back and listen to what he said.
Maybe have smaller recordings of just the key points and no filler talk.

Present study Spring 15

In-process:
Research questions:
1. Do students utilize recordings of lectures/presentation more if they are captioned/transcribed? Why/why not? (value,
perception)
2. How do students use transcriptions/captions of lecture recordings for studying and learning? (approaches, strategies)
3. How does the inclusion of captions and the indexing of the lecture recording affect how well students are able to search for
and find information from recorded lectures? (recall vs. precision)
Method:
Survey. (n = ~250) Additional questions on the end-of-semester survey that has been in use since the end of the Spring 2013
semester. Specifically, we will add 3 questions to the survey to directly address captions and transcriptions. Responses to
these questions will be coded and analyzed with specific themes.
User Test (n = ~20) Experiment with a small sample of students to see how they use captions. Specifically, students will be
provided with a certain number of closed- and open-ended tasks and their actions will be recorded as they are asked to
think aloud to explain their reasoning and actions. Data collected will be coded and analyzed.

What Weve Learned

Instructor and student benefits

Review function
Enhancing online component of the course
Captions
Indexing

What tips/tricks would you like to share?

_____ Interested in Recording

Now that were done are you ____ interested
in recording:
More
Less
About the Same
Wownow I have even more questions

Questions? Comments?

All images from

shutterstock.com