Digital Lecture Recording: Enhancing or Detracting from the Classroom Experience?

Kerry Lambert, PharmD

PGY-1 Pharmacy Resident

University of Maryland Baltimore Washington Medical Center

In the digital age, the use of technology within the classroom has significantly increased and expanded. One technological enhancement on the rise is digitally recording lectures, also called lecture capture, and posting them online so that students of that institution may access them.1 There are many benefits of digital lecture recording for both students and faculty, however there are also many concerns among institutions and administration, leading to apprehension about implementation of this practice in many places.1
Lecture capture has many benefits to both students and instructors alike. Students regularly utilize the lecture recording technology, and find it helpful for various reasons.1 Digital lecture recording gives students greater flexibility in terms of their schedule, especially for non-traditional students who may have other job, family, or caregiver responsibilities that can interfere with their ability to go to class.2 Many students also find the recorded lectures useful for enhancing their learning by helping them to clarify their notes, review topics that were confusing or unclear, and prepare for exams.3 Some students also feel that the recorded lectures allow them to be more actively engaged during class time, and less focused on just note taking.1 Faculty members also agree that recorded lectures can help to improve students’ learning and comprehension of material, as well as with exam preparation.1 Having a library of recorded lectures can also be beneficial for instructors in terms of lesson planning for each year as they can look back previous courses and identify areas that they would like to keep or adjust. Additionally, if a student has a question about something specific from the lecture, the instructor has the ability to go back to that point in the class and review exactly what was said if necessary.
Although the introduction of this technology in the classroom can be positive for several reasons, there are also some possible pitfalls. The biggest concern that both teachers and schools have with the implementation of lecture recording technology is the effect on student attendance in class.1 Several studies have researched the effect of lecture recording on attendance, and results are somewhat varied. A larger study at the University of Leeds found a slight, though statistically significant reduction in attendance from 85.7% to 81% after videos became available.3 Other smaller studies have reported varying degrees of decline in attendance, from no effect to a large decline, with the availability of recorded lectures.1,2,4 In general, faculty members perceive a decline in student attendance with the implementation of lecture capture, though students generally disagree.1 Another concern often expressed by faculty is the impact on student performance. Instructors fear that the decrease in class attendance and increased reliance on video lectures will lead to poorer studying habits and thus worsening performance on exams.1 Again, the current literature on these outcomes are conflicting. Some studies reported that access to recorded lectures led to significantly poorer academic performance, some reported no effect, and another reported that students actually performed better on exams.1,2,4,5 Finally, there are other concerns that have arisen among faculty that should also be considered, such as effect on teaching style and questions about intellectual property rights.2
The implementation of technology can be a wonderful way to enhance the learning experience within the classroom. Digital video capture of lectures provides many opportunities for students to improve their learning and understanding of course material, which is acknowledged by both students and faculty alike.3 However, as with the implementation of any new practice, schools, teachers, as well as students, should be aware of the pitfalls and consequences that may arise and have a plan in place to prevent and address these concerns as they arise. Overall, when utilized appropriately and effectively, lecture capture can be a positive way to introduce technology in the classroom to enhance both teaching and learning.


References:
1. Marchand J, Pearson M, Albon S. Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education. Am J Pharm Educ. 2014;78(4):74. doi:10.5688/ajpe78474
2. Johnston A, Massa H, Burne T. Digital lecture recording: A cautionary tale. Nurse Educ Pract. 2013;13(1):40-47. doi:10.1016/j.nepr.2012.07.004
3. McKie A. Study: Lecture capture reduces attendance, but students value it | Inside Higher Ed. Insidehighered.com. https://www.insidehighered.com/digital-learning/article/2019/07/05/study-lecture-capture-reduces-attendance-students-value-it. Published 2019. Accessed October 21, 2019.
4. Bollmeier S, Wenger P, Forinash A. Impact of Online Lecture-capture on Student Outcomes in a Therapeutics Course. Am J Pharm Educ. 2010;74(7):127. doi:10.5688/aj7407127
5. Schnee D, Ward T, Philips E, et al. Effect of Live Attendance and Video Capture Viewing on Student Examination Performance. Am J Pharm Educ. 2019;83(6):6897. doi:10.5688/ajpe6897.