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    Rights statement: The final, definitive version of this article has been published in the Journal, Active Learning in Higher Education, 17 (2), 2016, © SAGE Publications Ltd, 2016 by SAGE Publications Ltd at the Active Learning in Higher Education page: http://alh.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/

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Evaluating the use of lecture capture using a revealed preference approach

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Evaluating the use of lecture capture using a revealed preference approach. / Elliott, Caroline Fiona; Neal, David.
In: Active Learning in Higher Education, Vol. 17, No. 2, 07.2016, p. 153-167.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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Elliott CF, Neal D. Evaluating the use of lecture capture using a revealed preference approach. Active Learning in Higher Education. 2016 Jul;17(2):153-167. Epub 2016 Apr 1. doi: 10.1177/1469787416637463

Author

Elliott, Caroline Fiona ; Neal, David. / Evaluating the use of lecture capture using a revealed preference approach. In: Active Learning in Higher Education. 2016 ; Vol. 17, No. 2. pp. 153-167.

Bibtex

@article{208f2c61e147494fb0c4d956d4adc50b,
title = "Evaluating the use of lecture capture using a revealed preference approach",
abstract = "This article discusses the introduction of lecture capture technology on a large undergraduate module with diverse student cohorts. The literature has, so far, relied on surveying students to discover their use of the technology or attempted to quantify the impact of watching lecture recordings on assessment performance. Alternatively, the principal contribution of this article is an evaluation of the use of the recorded lectures using a revealed preference approach. Specifically, we identify to what extent students watched lecture recordings, rather than simply claimed to watch them, when asked to provide comments on the technology. Data indicate the number of distinct students who watched recordings, the frequency with which they watched recordings, the average length of viewings as well as the time of the day when lectures were viewed. We monitored viewings over two academic years, identifying {\textquoteleft}spikes{\textquoteright} in the number of viewings in the days before tests, as well as regularities in the viewing patterns across the 2 years. We analyse the data to assess the extent to which students used the recordings, how and when they watched the recordings. We conclude that the students value lecture recordings, making more extensive use of the recordings than has been identified in the literature, to date. Ultimately, lecture recordings are suggested to offer valuable support for students{\textquoteright} independent study.",
keywords = "lecture capture technology, patterns of usage, revealed preference",
author = "Elliott, {Caroline Fiona} and David Neal",
note = "The final, definitive version of this article has been published in the Journal, Active Learning in Higher Education, 17 (2), 2016, {\textcopyright} SAGE Publications Ltd, 2016 by SAGE Publications Ltd at the Active Learning in Higher Education page: http://alh.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/",
year = "2016",
month = jul,
doi = "10.1177/1469787416637463",
language = "English",
volume = "17",
pages = "153--167",
journal = "Active Learning in Higher Education",
issn = "1469-7874",
publisher = "SAGE Publications Ltd",
number = "2",

}

RIS

TY - JOUR

T1 - Evaluating the use of lecture capture using a revealed preference approach

AU - Elliott, Caroline Fiona

AU - Neal, David

N1 - The final, definitive version of this article has been published in the Journal, Active Learning in Higher Education, 17 (2), 2016, © SAGE Publications Ltd, 2016 by SAGE Publications Ltd at the Active Learning in Higher Education page: http://alh.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/

PY - 2016/7

Y1 - 2016/7

N2 - This article discusses the introduction of lecture capture technology on a large undergraduate module with diverse student cohorts. The literature has, so far, relied on surveying students to discover their use of the technology or attempted to quantify the impact of watching lecture recordings on assessment performance. Alternatively, the principal contribution of this article is an evaluation of the use of the recorded lectures using a revealed preference approach. Specifically, we identify to what extent students watched lecture recordings, rather than simply claimed to watch them, when asked to provide comments on the technology. Data indicate the number of distinct students who watched recordings, the frequency with which they watched recordings, the average length of viewings as well as the time of the day when lectures were viewed. We monitored viewings over two academic years, identifying ‘spikes’ in the number of viewings in the days before tests, as well as regularities in the viewing patterns across the 2 years. We analyse the data to assess the extent to which students used the recordings, how and when they watched the recordings. We conclude that the students value lecture recordings, making more extensive use of the recordings than has been identified in the literature, to date. Ultimately, lecture recordings are suggested to offer valuable support for students’ independent study.

AB - This article discusses the introduction of lecture capture technology on a large undergraduate module with diverse student cohorts. The literature has, so far, relied on surveying students to discover their use of the technology or attempted to quantify the impact of watching lecture recordings on assessment performance. Alternatively, the principal contribution of this article is an evaluation of the use of the recorded lectures using a revealed preference approach. Specifically, we identify to what extent students watched lecture recordings, rather than simply claimed to watch them, when asked to provide comments on the technology. Data indicate the number of distinct students who watched recordings, the frequency with which they watched recordings, the average length of viewings as well as the time of the day when lectures were viewed. We monitored viewings over two academic years, identifying ‘spikes’ in the number of viewings in the days before tests, as well as regularities in the viewing patterns across the 2 years. We analyse the data to assess the extent to which students used the recordings, how and when they watched the recordings. We conclude that the students value lecture recordings, making more extensive use of the recordings than has been identified in the literature, to date. Ultimately, lecture recordings are suggested to offer valuable support for students’ independent study.

KW - lecture capture technology

KW - patterns of usage

KW - revealed preference

U2 - 10.1177/1469787416637463

DO - 10.1177/1469787416637463

M3 - Journal article

VL - 17

SP - 153

EP - 167

JO - Active Learning in Higher Education

JF - Active Learning in Higher Education

SN - 1469-7874

IS - 2

ER -