Big Brother or Harbinger of Best Practice: Can Lecture Capture Actually Improve Teaching?

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dc.cclicenceCC-BY-NCen
dc.contributor.authorJoseph‐Richard, P.en
dc.contributor.authorJessop, T.en
dc.contributor.authorOkafor, Godwinen
dc.contributor.authorAlmpanis, T.en
dc.contributor.authorPrice, D.en
dc.date.acceptance2018-03-15en
dc.date.accessioned2018-11-08T11:52:59Z
dc.date.available2018-11-08T11:52:59Z
dc.date.issued2018-04-17
dc.descriptionThe author's final peer reviewed version can be found by following the URI link. The Publisher's final version can be found by following the DOI link.en
dc.description.abstractLecture 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.en
dc.exception.reasonauthor was not DMU staff at time of publication, available on Solent Uni repositoryen
dc.exception.ref2021codes254aen
dc.funderSolent Teaching and Learning Institute, at Southampton Solent Universityen
dc.identifier.citationJoseph-Richard, P., Jessop, T., Okafor, G., Almpanis,T.,Price, D. (2018) Big brother or harbinger of best practice: Can lecture capture actually improve teaching? British Educational Research Journal, 44(3), pp.377-392.en
dc.identifier.doihttps://doi.org/10.1002/berj.3336
dc.identifier.urihttp://ssudl.solent.ac.uk/view/creators/Okafor=3AGodwin=3A=3A.html
dc.identifier.urihttp://hdl.handle.net/2086/17121
dc.language.isoenen
dc.peerreviewedYesen
dc.projectidNo. SLTIFUN05en
dc.publisherWileyen
dc.researchinstituteInstitute for Applied Economics and Social Value (IAESV)en
dc.subjectlearning technologyen
dc.subjectlecture capture systemsen
dc.subjectacademic practiceen
dc.subjectUKPSFen
dc.titleBig Brother or Harbinger of Best Practice: Can Lecture Capture Actually Improve Teaching?en
dc.typeArticleen

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