SANTTUcurriculum vitae
05 Oct 2018

The use of lecture recordings in higher education

O’Callaghan, F.V., Neumann, D.L., Jones, L. and Creed, P.A., 2017. The use of lecture recordings in higher education: A review of institutional, student, and lecturer issues. Education and Information Technologies, 22(1), pp.399-415.


Online lectures are being utilised progressively in our higher education, thanks to tools like Panopto. One generally utilised technique is the recording of lectures when delivered face to face in the classroom (on-campus lectures). The recordings are then made accessible to students online through lecture captures or video podcasts.

In this article, the author presents a review of the literature on online lecture recordings for on-campus courses from the viewpoint of students, lecturers, and also from the institution’s perspective. However, they failed to comment on how the student learning outcomes were evaluated (K5) when using lecture captures.

They collected literature from significant global electronic databases and have conducted a search using specific key terms that describe lecture captures, such as podcasts, vodcasts, video podcasts, video streaming, screencast, webcast, and online video. The articles cited in those articles were also considered for their review.

The key principal findings from their review show that the institutions receive pressure to implement web-based technologies from students as well as from the financial imperatives.  Particularly, students seem to be very positive about the use of web-based technologies including online recordings of the lectures.

Institutions should provide the necessary infrastructure for high-quality recordings and technical support so that the lecture capture is reliable and easy to use by both students and lecturers.

Although the authors’ review suggests that online recordings of the lectures demonstrate benefits to student learning outcomes, they might have a negative influence in student engagement especially with student-teacher or student-student interaction (A4, K2-4).

For my lectures in the class, I use “screencastomatic” (screencasting automatic) software to capture from the computer screen, which is then made available online through surrey learn. Many students have appreciated this approach as they could listen to the lecture several times according to their own speed and rhythm (V1-2), to better understand the concept taught in the class.

I feel that the students need to be educated on how to use the technology to enhance their learning and also be made aware of its drawbacks if used as a replacement for their lecture attendance.

In summary, the authors conclude that the positives of lecture recordings outweigh the negatives and they recommend its continued use in the higher education.

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