Lecture capture - an engagement marker for student success?

Abstract

The impact of student use of lecture capture on their learning sits in a contested space, with previous publications showing evidence for improvement, no change and a decline in academic attainment by students. Given the diverse nature of our student cohorts, and the complex interplay of factors that determine success, it is not surprising that such variation exists in the literature. Therefore, rather than try to evaluate the impact of lecture capture, I wanted to determine whether use of lecture captures could be a marker for predicting student success in a second year undergraduate biomedical cohort. Total and unique lecture capture views, along with virtual learning environment (VLE) hours (a known engagement marker) were mapped across the academic year and compared to performance in assessments. The study identified that student engagement with lecture capture (total views and unique views) and VLE hours were positively correlated with exam attainment for all time points across the academic year. Students with higher grades were more likely to have higher total and unique views, while those with the lowest grades were less likely to have watched lecture captures and more likely to have binge watched captures just before the exam. However, it was also clear that some students did well even with low lecture capture views. Interestingly, when views were normalised to individual totals, it was clear that students who completed the majority of their own individual views in the teaching period (irrespective of total number) were more likely to do well in assessments. The study provides evidence that engagement with lecture capture and the VLE during teaching weeks can be a predictor of student success and aligns with the guidance given to undergraduate students around spacing their engagement with teaching resources.