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To capture the research landscape of lecture capture in university education

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Publication details

JournalComputers & education
DateAccepted/In press - 25 Sep 2020
DateE-pub ahead of print - 30 Sep 2020
DatePublished (current) - Jan 2021
Volume160
Number of pages19
Early online date30/09/20
Original languageEnglish

Abstract

The use of lecture capture has been burgeoning in the higher education sector. Scholarly interest on the topic is also on an upward trajectory. Hence, the goal of this paper is to clarify the literature on the use of lecture capture in higher education through a systematic review, which involved 71 articles that came from Scopus and Education Resources Information Center (ERIC). The systematic review revealed that most research focused on university education in the US, the UK and Australia. The most studied Science, Technology, Engineering and Mathematics (STEM) subject area in the sample is Biological Sciences. In contrast, the most studied non-STEM subject area is Business/Economics/Management. In terms of methods, descriptive and exploratory research dominates the research landscape while causative evidence is relatively limited. The literature includes two overarching research streams: While one focuses on the benefits of lecture capture, the other focuses on its drawbacks. Apparently, the assumption among most students is that lecture capture is helpful for learning, and among staff is that it takes a toll on attendance. Future research needs to reconcile students’ perception of lecture capture, instructors’ perception of lecture capture, and the reality of lecture capture. On the practical front, students should be explicitly told about the benefits and the drawbacks of lecture capture. This would ensure that they make the most of the technology. Educators are urged to reflect on why students should be attending the face-to-face sessions, and thereafter also watch the recorded lectures.

Bibliographical note

© 2020 Elsevier Ltd. All rights reserved This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy.

    Research areas

  • higher education, lecture capture, lecture recording, systematic review, technology-enhanced learning

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