Skip navigation

Big brother or harbinger of best practice: Can lecture capture actually improve teaching?

Big brother or harbinger of best practice: Can lecture capture actually improve teaching?

Joseph Richard, Paul, Jessop, Tansy, Okafor, Godwin, Almpanis, Timos and Price, Daran (2018) Big brother or harbinger of best practice: Can lecture capture actually improve teaching? British Educational Research Journal, 44 (3). pp. 377-392. ISSN 0141-1926 (Print), 1469-3518 (Online) (doi:https://doi.org/10.1002/berj.3336)

[img] PDF (Author Accepted Manuscript)
20057_Big_Brother_or_Harbinger_of_Best_Practice_2018.pdf - Accepted Version
Restricted to Registered users only until 18 October 2019.

Download (138kB) | Request a copy

Abstract

Lecture capture is used increasingly in the UK, and has become a normal feature of higher education. Most studies on the impact of lecture capture have focused on benefits to student learning, the flipped classroom or student non‐attendance at lectures following its introduction. It is less clear how the use of lecture capture has impacted on lecturers’ own academic practice. In this study, we use a mixed‐methods approach to explore the impact of this intrusive yet invisible technology on the quality of teaching. We have mapped our findings to the UK Professional Standards Framework (UKPSF). In doing so, our data paints a mixed picture of lecture capture's Janus‐faced reality. On the one hand, it enhances lecturer self‐awareness, planning and conscious ‘performance’; on the other hand, it crushes spontaneity, impairs interaction and breeds wariness through constant surveillance. While the Teaching Excellence Framework rewards institutions for providing state‐of‐the‐art technology and lecture recording systems, our findings pose awkward questions as to whether lecture capture is making teaching more bland and instrumental, albeit neatly aligned to dimensions of the UKPSF. We provide contradictory evidence about lecture capture technology, embraced by students, yet tentatively adopted by most academics. The implications of our study are not straightforward, except to proceed with caution, valuing the benefits but ensuring that learning is not dehumanised through blind acceptance at the moment we press the record button.

Item Type: Article
Uncontrolled Keywords: lecture capture, Panopto, teaching practice, UK Professional Standards Framework, impact on teaching
Subjects: L Education > LB Theory and practice of education
Faculty / Department / Research Group: Educational Development Unit
Greenwich Research into Innovative Pedagogies (GRIP)
Last Modified: 12 Jun 2018 16:32
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: GREAT c
URI: http://gala.gre.ac.uk/id/eprint/20057

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year

View more statistics