Presentation at Solent Learning and Teaching Community Conference

1. Impact of Lecture Capture on
Staff’s Teaching Practice
Dr Paul Joseph-Richard
Daran Price
Dr Godwin Okafor
Dr Timos Almpanis

2. What is the research problem?
Problem: We know a lot about
Lecture Capture’s impact on
student outcomes,
but relatively less on
its impact on staff’s teaching
practice.
Challenge: How to define
Impact & Teaching practice?
Strategy:
◦ Impact defined more broadly.
◦ Teaching Practice is understood
as defined in UKPSF

3. Teaching Practice ascrystallisedin theUK Professional
StandardsFramework
1. Design and plan learning activities
2. Teach and/or support learning
3. Assess and give feedback to learners
4. Develop effective learning
environments and approaches to
student support and guidance
5. Engage in CPD, incorporating research,
evaluation of professional practices
Core
Knowledge
Professional
Values

4. What did we do?
An Explanatory Sequential Design (A Survey, followed by Interviews)
Sample: Total population 121 staff.
◦ An Online Survey: 46 responses (38%)
◦ Semi-structured Interviews: 10 purposively sampled staff,
representing all the schools.
Data Analysis: Quantitative and Qualitative data analysed sequentially
What did we learn?
◦ Dr Godwin Okafor
◦ Dr Timos Almpanis
Survey Respondents
Interviews

5. LC on Design and Plan learning Activities
• We used 7 questions to capture an
understanding of DPL
• Most of the lecturers (58%)
disagreed/strongly disagreed that LC
has impacted on their DPL. In
comparison, 31% and 11%
agreed/strongly agreed and
uncertain respectively
• On the granularity, 74%, 60%, 55%
of the lecturers believe that LC does
on impact on the ways they: select
their learning objectives, plan their
lectures, and select their learning
activities respectively
• Nevertheless, 46% of the lecturers
believe that LC has helped facilitate
their use of additional learning
resources

6. LC on Support Learning and Assessment
• We used 13 and 3 questions to capture
an understanding of SL and AF
respectively
• More of the lecturers (44%)
agreed/strongly agreed that LC has
impacted on their SL. In comparison,
37% and 20% disagreed/strongly
disagreed and uncertain respectively
• With respect to AF, 56% believed that LC
had impacted on their AF while 19% did
not. 25% were uncertain
• The stand-out statistics is that 80% and
71% respectively believed that LC has
improved their ability to accommodate
the diverse classroom needs and
internalisation. On the other hand, 80%
disagreed that LC has reduced their use
of humour.

7. LC on Develop Effective Learning Environment
• We used 9 questions to capture
an understanding of SL and DEL
• Slightly, more of the lecturers
(42%) do not believe that LC has
impacted on their DEL. In
comparison, 36% believed it has
and 23% were uncertain
• The finer details showed that
considerably more lecturers
believed that LC helped to
enhance the ways they design
their visual learning aids. 54%
also believed that LC has been
beneficial to the ways they
provide support for students.
• In contrast, 71% disagreed that
LC has impacted the ways they
manage their classroom layout.

8. The area of the UKPSF where LC appears to have the biggest
impact was reported to be Area 5 which is ‘Engage in CPD in
subjects/disciplines and their pedagogy, incorporating
research, scholarship and the evaluation of professional
practices’.
On average, approximately 2/3 of the respondents either
agreed or strongly agreed that LC had indeed impacted on
their CPD, the incorporation of research in their teaching and
the evaluation of their own teaching practice.
Impact of LC on CPD and
the evaluation of professional practice

9. Impact of LC on CPD and the evaluation
of professional practice
• Eighty per cent (80%) of lecturers either agreed or
strongly agreed that the use of LC contributed to
their own CPD and evaluate their own practice.
• 85% of lecturers stated that LC has aided them in
reflecting on their teaching practice while 69% of
them recognised LC’s potential to get feedback
from peers when this is done in a collegiate way.
• 58% of the respondents stated that LC had helped
them to make their teaching more research-
informed.

10. Impact of LC on Core Knowledge
6%
4%
2%
22%
20%
9%
9%
50%
42%
60%
64%
67%
24%
22%
25%
9%
9%
13%
54%
20%
29%
7%
5%
9%
Strongly Agree/Agree
The use of LC has contributed to enhancing
my knowledge in my subject material
The use of LC has made me more aware
of appropriate methods of teaching my subject
The use of LC has made me more aware
of the ways students learn
LC has enabled me to learn about the use
of an appropriate learning technology
LC has enabled me to learn about
the value of appropriate learning technology
LC has enabled me to be more aware
of the quality of my own teaching

11. 5%
5%
2%
5%
2%
9%
42%
52%
28%
62%
30%
39%
29%
20%
39%
20%
33%
37%
20%
18%
26%
9%
33%
15%
Impact of LC on
Professional Values
Strongly Agree/Agree
The use of LC has helped me
respect individual learners more
The use of LC has helped me respect
diverse learning communities
The use of LC has helped me promote
student participation in lectures
The use of LC has has helped me promote
equality of opportunity for learners in my lectures
The use of LC has increased my awareness
of the wider higher education context in which I operate
The use of LC has increased my awareness
of the possible implications of my professional practice

12. What is our contribution?• Strong evidence of impact on four areas of
teaching activity
1. delivery of lectures and supporting learning;
2. assessment and feedback related activities;
3. developing effective learning environment and their approach to
student support and guidance;
4. engaging in their CPD and their approach to incorporation of
research and evaluation of their practice
• as well as their core knowledge and commitment
to professional values.
• Relatively less impact on the area of designing
and planning learning sessions.
• Conclusion: The use of LC has impacted
academics’ core knowledge, their commitment to
professional values and four areas of activities
enshrined in the UKPSF.
• Contribution: A new set of evidence to build a
convincing case for implementation, promotion,
and sustained use of LC as tool to enhance
teaching practice.