Lecture-recording technology in higher education: Exploring lecturer and student views across the disciplines

Authors

  • Kulari Lokuge Dona Monash College
  • Janet Gregory Swinburne University of Technology Sarawak Campus, Malaysia
  • Ekaterina Pechenkina Swinburne University of Technology http://orcid.org/0000-0001-6997-6974

DOI:

https://doi.org/10.14742/ajet.3068

Keywords:

lecture-recording, Echo360, educational technology, university, engagement, teaching

Abstract

This paper presents findings of an institutional case study investigating how students and lecturers experienced a new opt-out, fully integrated lecture-recording system which enabled audio and presentation screen capture. The study’s focus is on how ‘traditional’ students (generally characterised as young, enrolled full-time and attending classes on campus) engaged with lecture-recording and how lecturers’ experiences with, and attitudes towards, lecture-recording differed depending on their discipline. Students were generally positive about the affordances of the lecture-recording system, whilst lecturers remained undecided on its value. Discipline-based differences in lecturer engagement with the system were noted between lecturers teaching engineering and sciences subjects and those teaching business and social sciences, the latter being more positive towards the system. The paper raises questions about the efficacy of a one-size-fits-all lecture-recording system given differences in disciplinary activities, lecturer styles and approaches to teaching.

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Author Biographies

Kulari Lokuge Dona, Monash College

Kulari Lokuge Dona is the Associate Director eLearning at Monash College. Dr. Lokuge Dona has been involved in learning technology since 2001 as a senior lecturer, instructional designer, assessment developer, and electronic learning facilitator.

Janet Gregory, Swinburne University of Technology Sarawak Campus, Malaysia

Professor Janet Gregory is the Deputy Vice-Chancellor and Chief Executive Officer of Swinburne University of Technology Sarawak Campus in Malaysia having commenced in this role in July 2015. Prior to taking on her position in Sarawak, Professor Gregory was the Professor of Learning Innovations in the Learning Transformations Unit at Swinburne. In this role she led initiatives for changing practices in the design and delivery of courses to enhance quality through the provision of more innovative and engaging learning experiences for students.  As Professor of Education Quality and Innovations she was focussed on the development of quality processes and enhancement.  These roles built on her experience as Deputy Dean in the Faculty of Higher Education at the university’s Lilydale campus in Melbourne where she was instrumental in the development and delivery of courses within a multi-disciplinary campus. Professor Gregory also has extensive teaching experience in undergraduate and postgraduate courses within the Business Faculty.  

Ekaterina Pechenkina, Swinburne University of Technology

Ekaterina Pechenkina is Researcher based at the Learning Transformations Unit, Swinburne University of Technology. She holds a PhD in anthropology from the University of Melbourne (2014). A cultural anthropologist, Dr. Pechenkina’s research is located at the intersection of education, technology and identity. In her current role, she designs, delivers and evaluates the effects of technological interventions on teaching and learning, and has recently worked on such aspects of educational technology research as micro-credentialing with digital badges, MOOC research, mobile application for learning, and lecture-recording technology for personalisation of student learning. 

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Published

2017-08-31

How to Cite

Lokuge Dona, K., Gregory, J., & Pechenkina, E. (2017). Lecture-recording technology in higher education: Exploring lecturer and student views across the disciplines. Australasian Journal of Educational Technology, 33(4). https://doi.org/10.14742/ajet.3068

Issue

Vol. 33 No. 4 (2017): AJET

Section

Articles

License

Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.

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