Directorate of Student and Academic Serviceshttp://hdl.handle.net/2436/3367982024-03-19T18:15:55Z2024-03-19T18:15:55ZExploring dissonance in the use of (lecture) capture technologies: institutional approaches and the realities of student engagementWitton, Gemmahttp://hdl.handle.net/2436/6245752023-07-28T07:51:31Z2021-04-02T00:00:00ZExploring dissonance in the use of (lecture) capture technologies: institutional approaches and the realities of student engagement
Witton, Gemma
The published literature on lecture capture technologies is often conflicting and sometimes controversial. A common thread among many studies is the impact of recorded lectures on student satisfaction, attendance and performance; however, many of these studies fail to acknowledge the wider context and the many and varied ways in which capture technologies are being used by educators. This research applies a naturalistic case study methodology, combining a quantitative analysis of capture technologies system analytics for content recorded during 2017/2018 with an investigative enquiry to identify factors which may contribute to higher ratios of recording:viewing. The findings show a correlation between average session length and recording:viewing ratios, indicating that students are more likely to engage with shorter recordings. The data also demonstrate lower levels of engagement with traditional lecture capture content and greater engagement with content that is directly linked to other learning tasks such as skills development and assessment.
This is an accepted manuscript of an article published by Routledge in Interactive Learning Environments on 02/04/2021, available online: https://doi.org/10.1080/10494820.2021.1905002 The accepted version of the publication may differ from the final published version.
2021-04-02T00:00:00ZThe Big Read Collaboration between Kingston University, the University of Wolverhampton, Edge Hill University, and the University of the West of Scotland, 2018-2019Baverstock, AlisonSteinitz, JackieShelar, TanujaSquires, KellyKarodia, NaziraButler, RebeccaSmith, SaraSopromadze, NatiaCrowley, SaraClark, AlisonHutchinson, MayaHolderness, RebeccaCarney, ClareCastle, JeanetteJefferies, Richardhttp://hdl.handle.net/2436/6239102021-06-03T10:35:10Z2020-11-19T00:00:00ZThe Big Read Collaboration between Kingston University, the University of Wolverhampton, Edge Hill University, and the University of the West of Scotland, 2018-2019
Baverstock, Alison; Steinitz, Jackie; Shelar, Tanuja; Squires, Kelly; Karodia, Nazira; Butler, Rebecca; Smith, Sara; Sopromadze, Natia; Crowley, Sara; Clark, Alison; Hutchinson, Maya; Holderness, Rebecca; Carney, Clare; Castle, Jeanette; Jefferies, Richard
This paper outlines the experience of four universities that collaborated on a pre-arrival shared reading project, the Big Read, in 2018/2019. They did so primarily to promote student engagement and retention and also to ease the transition into higher education, particularly for first-generation students, to promote staff connectedness, and to provide a USP (unique selling point) for their institution. The paper covers all the associated processes, from isolating the respective aims of the collaborators to the choosing and sharing of a single agreed title. In analysing the outcomes, recommendations are made for future cross-institutional projects of this kind.
This is an accepted manuscript of an article published by Brill in LOGOS on 19/11/2020, available online: https://doi.org/10.1163/18784712-03103005
The accepted version of the publication may differ from the final published version.
2020-11-19T00:00:00ZUsing lecture capture for learning and teaching in science at the University of Wolverhampton (part 2)Witton, Gemmahttp://hdl.handle.net/2436/6230992020-04-07T06:16:37Z2015-06-04T00:00:00ZUsing lecture capture for learning and teaching in science at the University of Wolverhampton (part 2)
Witton, Gemma
Part 2 of a guest blog on the Panopto website.
2015-06-04T00:00:00ZUsing lecture capture for learning and teaching in science at the University of Wolverhampton (part 1)Witton, Gemmahttp://hdl.handle.net/2436/6230982020-04-07T06:18:03Z2015-05-26T00:00:00ZUsing lecture capture for learning and teaching in science at the University of Wolverhampton (part 1)
Witton, Gemma
Part 1 of a guest blog post on the Panopto website.
2015-05-26T00:00:00Z