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AbstractI have been sitting on this piece of writing for a while now. Partially due to time factors but mostly due to how these thoughts might be interpreted, or rather misinterpreted, given the current HE sector trends. I originally intended this piece to help inform close colleagues from different disciplinary contexts about the pedagogy underpinning lecture capture technologies, but it occurred that this was a conversation that was worth having in a wider forum. There is a wide selection of papers that look at student perception of lecture capture but evaluation strategies rarely include front‐line teaching staffs’ opinions (Sim, 2018). I use the qualifier ‘front‐line’ because where staff are concerned, lecture capture seems to form a nexus around which teachers and managers differ in opinion. These opinions seem to depend on individual drivers of success and excellence. I should state up front that I am lecture capture neutral, meaning that I think of it as a tool and, as with all tools, if you use it well, it works, and if you do not, it does not. I thought it was time to share my views in the hope that colleagues can use these points to better inform their use of this divisive learning technology.
CitationCrawford, R. (2018) 'Lecture capture: reflections on pedagogy vs. perception', Journal of pedagogic development 8 (2) 40:44
PublisherUniversity of Bedfordshire
JournalJournal of pedagogic development
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Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/4.0/