Issue link: https://www.e-digitaleditions.com/i/42073
And while Troy isn't a fan of using lecture capture to focus primarily on the instructor, he sees benefits to capturing exchanges that involve the whole classroom. He also believes the technology has educational value because it allows students to interact with lectures on their own terms. "The modern student is not a reader, she is a viewer who expects a measure of control over the learning process," says Troy. "Lecture capture tools can help bridge this communica- tions and expectations gap, and help the student have a more integrative learning experience." He adds that by adopting the technology, professors give themselves one more way they can reach—and teach—their students. Like Troy, Bradshaw classes—such as for one 500-student review course— also are captured, for students who feel they need more exposure to the material. In addition to providing students the chance for further review of material, lecture capture also allows professors to pre-record lectures if they must be away from the classroom or share their conference paper pre- sentations with students. "It really allows them to be two places at once," says Bradshaw. "Lecture capture tools can help bridge this communications and expectations gap, and help the student have a more integrative learning experience." —William Troy, University of New Hampshire believes more educators are finding that lecture capture has more advantages than drawbacks. For instance, faculty at Fisher College use the technology primarily to record, review, and evaluate student presentations. "They can see, for example, if a student tugs on his shirt four times during a presentation. If professors are just writing notes as students present in class, those kinds of visual cues might be lost." Review sessions for some Moreover, those who use the technology might have to deliver perennial concepts only once in the class- room. In future classes, they can use their recorded lectures to introduce basic concepts and spend class time discussing relevant current events and engaging in experiential projects. Eventually, Bradshaw adds, "we can move from a passive learning environment to a more active learning environment." Student Reaction to Lecture Capture Bill Havice, associate dean in the College of Health, Education, and Human Development at Clemson University in South Carolina, and Pamela Havice, associate professor in Clemson's Moore School of Education, have been studying the impact of lecture capture platforms since 2003. In June, they presented the results of their research at the EduComm conference in Orlando. Overall, Clemson students rave about the technology—100 percent surveyed said that lecture capture was valuable, kept them engaged, and should be used in future courses. In addition, 71 percent found the recorded lectures "as effec- tive as traditional face-to-face delivery." But 29 percent reported that online lectures increased their workload, by adding lecture viewing to their reading assignments. In focus groups, students praised the technology for giving them the freedom to review material on their own schedules. However, others missed the opportunity to ask face-to-face questions. More competitive students thought lecture capture didn't provide an opportunity to, as one student put it, "ask questions or give responses better than that of your classmates [to] gain the professor's attention and look smarter among your peers." "Lecture Capture's Impact on Undergraduate Learning, Satisfaction and Retention," a webinar the Havices delivered on their findings, can be found at www.sonicfoundry.com under the "Resources" tab and viewed after free registration. BizEd September/October 2011 69