Running head: LECTURE CAPTURE AND LEARNING STRATEGIES LECTURE CAPTURE AND ...

108 Pages·2016·1.48 MB·English

by  Steve Garwood

Running head: LECTURE CAPTURE AND LEARNING STRATEGIES

LECTURE CAPTURE AND LEARNING STRATEGIES
By
STEVEN GARWOOD
A dissertation submitted to the
The Graduate School of Education
Rutgers, The State University of New Jersey
in partial fulfillment of the requirements
for the degree of
Doctor of Education
Graduate Program in Design of Learning Environments
written under the direction of
_______________________________________________________
William Firestone, Chair
_______________________________________________________
Clark Chinn, Committee
_______________________________________________________
Sharon Stoerger, Committee

New Brunswick, New Jersey
May 2016
LECTURE CAPTURE AND LEARNING STRATEGIES
© 2016
Steven Garwood
ALL RIGHTS RESERVED
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ABSTRACT OF THE DISSERTATION
LECTURE CAPTURE AND LEARNING STRATEGIES

By Steven Garwood
Dissertation Director:
William Firestone

Lecture is a highly utilized instructional approach in higher education, but is not always
the most effective method for student learning. One approach utilized to help students learn in
their face-to-face courses has been to record lectures so that students can review the content
covered as part of their approach to studying and learning. This mixed-methods study with
approximately 200 college students in a face-to-face introductory level communication course
utilized multiple surveys, log-files, and student demographic and study strategies data to identify
if, how, and why students use recorded lectures. Further, this study reviewed the impact of
lecture recording use on student assessment scores and overall grades. Besides studying the
broad use and benefits of lecture recording, this dissertation also reports on the impact of training
students on the application of self-explanation to effectively study and learn from lecture
recordings and student use of captions which were available with the lecture recordings. Findings
of this study will be utilized to expand the current knowledge on the process and use of lecture
recording, the application of training methods to lecture recording use, and the use of captions to
improve student learning and studying, especially in relation to student note-taking. Findings will
also inform the literature on self-explanation in respect to how students can be trained to use this
technique to help improve their approaches to studying and learning and will also inform the
literature on note-taking as captioning potentially addresses challenges that exist with the quality
of student notes.

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Keywords: Lecture capture, lecture method, video lectures, voice over PowerPoint,
higher education, educational technology, approaches to studying, learning
strategies, self-explanation, note taking, captions

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Acknowledgements

My thanks to all who helped me in my journey to completing the Ed.D. It was a
challenging but highly rewarding journey in which I have learned many things about myself and
developed skills that I did not know I could master. This program and all who are associated with
it have bolstered my confidence in my knowledge and abilities and have truly taught me valuable
skills that I will be able to use for the rest of my life.
A special thanks goes to my dissertation chair, Dr. Firestone, for his advice, direction,
and time, especially when I was stuck and unsure of how to proceed. Your guidance through the
process from my dissertation proposal, to the recommendation of the portfolio method, and all
the time you took to review drafts and walk me through possibilities will be something I always
remember.
For their time, feedback, and guidance, I am grateful to the other members of my
committee, Drs. Sharon Stoerger and Clark Chinn. Sharon, I knew I could always count on you
to help me clarify my thoughts and that you would ask questions that would help me see how
others would view and question my work. Clark, all the work you did to help me prepare my
proposal, the questions you posed which helped solidify my methodology, and your feedback
helped me to think in ways unimagined.
I would be remiss if I did not acknowledge the wonderful leaders and faculty in the
Rutgers’ Ed.D. program. To all those who challenged and advised me, my thanks. The ability to
focus, in one way or another, on the topic of lecture recording in all of my Ed.D. courses,
allowed me to see my topic from many frames of reference. A special mention to Dr. Richard De
Lisi, Dr. Sharon Ryan, and Dr. Alisa Belzer for welcoming me to the program and checking in
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with me as I proceeded. Even a brief “Hello, how are you doing?” in the hallway or at a meeting
helped me to feel connected to the program and my ultimate completion of the dissertation.
I began this program with so many brilliant and insightful student colleagues. I will
always have special memories of the 2012 cohort, my Design of Learning Environments (DLE)
concentration crew, and my dissertation writing group. A special thank you goes to my DLE
crew - Olga, Allison, and Jen who became like family for all those years that we sat in
classrooms, developed projects and prototypes, edited online documents, and argued in online
discussions. I do not think I could have made it without all the laughter we brought to each other.
So many people at the School of Communication and Information helped me through this
process. My thanks to Associate Dean Karen Novick, my supervisor and colleague for many
years, for supporting my decision to pursue the Ed.D. and for checking in on me as I went
through the program. You helped me to apply what I was learning in more ways than you can
know. To those who helped me work through problems, identify possibilities, and just talk
through what I was doing so that I understood it better, my thanks goes out to you, especially
Drs. Dan O’Connor, Ross Todd, and Lilia Pavlovsky.
This dissertation would not have been possible without the support of Dr. Nick
Linardopoulos. Thank you for your willingness to explore and experiment with lecture capture
over the last several years. Your eagerness to try new things, to modify your approach to
teaching, and work with me on this process has been nothing short of amazing. I appreciate
having you as a colleague and friend, and I hope I have not driven you too crazy through this
process.
Finally, to the staff at the Panera Bread Company in Piscataway, my second home during
my course work. Thank you for your patience as I finished one last sentence, for the words of
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encouragement, and for providing me a place that allowed me to be productive in a time when I
needed to be more productive than I thought I could be.

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Dedication

To John and Mary
my parents, who both inspired me to learn in their own unique ways

To Jill
my partner, who believes in me and helps me through when times are tough

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Table of Contents

Abstract………………………………………………………………………………….iii

Acknowledgements……………………………………………………………………..v

Dedication………………………………………………………………………………viii

Table of Contents……………………………………………………………………….ix

List of Tables……………………………………………………………………………xi

Chapter 1:

Introduction…………………………………………………………………….1

I. Lecture Capture and Student Learning…………………………………3
II. Training Students to Effectively Use Lecture Recordings……………..4
III. Student Use of Captions when Using Lecture Recordings
for Studying and Learning………………………………………….…..5

Chapter 2: Lecture Capture and Student Learning…………………………………7

I. Introduction……………………………………………………………..7
II. Research Questions……………………………………………………...8
III. Literature Review……………………………………………………….9
IV. Research Design and Method………………………………………….16
V. Results………………………………………………………………….19
VI. Conclusion……………………………………………………………...36

Chapter 3: Training Students to Effectively Use Lecture Recordings……………..40

I. Introduction…………………………………………………………….40
II. Research Questions……………………………………………………..42
III. Literature Review……………………………………………………….42
IV. Research Design and Method…………………………………………..47
V. Results…………………………………………………………………..51
VI. Conclusion………………………………………………………………55

Chapter 4: Student Use of Captions when Using Lecture Recordings for
Studying and Learning…………………………………………………59
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I. Introduction…………………………………………………………….59
II. Study…………………………………………………………………...61
III. Results………………………………………………………………….65
IV. Discussion………………………………………………………………71

Chapter 5:

Conclusion………………………………………………………………………74

I. Findings…………………………………………………………………74
II. Limitations………………………………………………………………77
III. Further Research………………………………………………………...79
IV. Significance of the Study……………………………………………….81

References………………………………………………………………………………83

Appendices……………………………………………………………………………..90

I. Appendix A: Visual overview indicating the highest level of views,
minutes viewed, and unique users…………………………………………….90
II. Appendix B: Top sessions by total Minutes viewed……………………91
III. Appendix C: Training and Activity for Treatment Group in
Self-explanation Training Intervention…………………………………………92
IV. Appendix D: Exam #2 questions on the Shannon and Weaver
model of communication……………………………………………………….94
V. Appendix E: Navigation within a Panopto lecture recording……….….95
VI. Appendix F: Student view of lecture recording with captions……….…96

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