History of Art: Report and Observations
on Student Evaluations of Lecture
Capture
Lecture Capture Case Study
Matthew Gracey-McMinn
July 2015
1
Contents
Introduction ............................................................................................................................................ 3
Results of the 2014/15 Evaluation .......................................................................................................... 3
Results ................................................................................................................................................. 3
Similarities and Differences between Courses ................................................................................... 4
Observations ....................................................................................................................................... 4
Analysis of Student Comments ............................................................................................................... 5
Concepts and Methods ....................................................................................................................... 5
Antiquity after Antiquity ..................................................................................................................... 5
Issues Raised ........................................................................................................................................... 6
Concluding Comments ............................................................................................................................ 6
Appendix ................................................................................................................................................. 7
Summary of Previous Report (2014) ................................................................................................... 7
Student Survey .................................................................................................................................... 8
Student Survey Results ..................................................................................................................... 11
Course: Concepts and Methods (42 students) ............................................................................. 11
Course: Preliminary Introduction to the History of Art and Antiquity after Antiquity (13
students) ....................................................................................................................................... 16
History of Art Combined Totals..................................................................................................... 21
2
Introduction
Now in its second year, the Lecture Capture Pilot Project has continued expanding throughout the
University. The History of Art Department was amongst the first to embrace the lecture capture
system, and has participated in both the technical trial and the pilot project. In the 2013/14
academic year, this department employed lecture capture only for the ‘Antiquity after Antiquity’
course, but, in this second year, has also employed it in two additional lecture series: ‘Concepts and
Methods’ and ‘Introduction to the History of Art’.
While the ‘Antiquity after Antiquity’ and ‘Introduction to the History of Art’ courses are somewhat
small series (only 13 Prelim students), ‘Concepts and Methods’ boasts over three times the number
of students (42 students), and it was thus hoped that student evaluations would give a much
broader insight into the student experience of recorded lectures. Unfortunately, the response rate
to the student feedback survey was rather low for ‘Concepts and Methods’, but there was consensus
between the responses and the pattern of results in the two surveys is almost identical.
Consequently, this feedback is likely to be a reasonable representation of the student experience.
Last year a full report on the use of lecture capture in the History of Art Department was produced,
complete with an analysis of interviews and student evaluations. That report is available at:
https://weblearn.ox.ac.uk/portal/hierarchy/central/oucs/lect_capt/page/useful_project. A brief
summary of its key points is also presented in the appendix of this report, so as to provide a point of
comparison between the two years.
This report on the pilot project in the History of Art Department does not include interviews, as it
was felt that not enough had changed since the technical trial to warrant a follow-up conversation
with the department’s staff. However, this year’s student evaluations are analysed, and observations
on the results, patterns in student comments, and major points of concern are detailed below. The
full set of data collected from the student survey is provided in the appendix.
Results of the 2014/15 Evaluation
Results
The results of the 2014/15 student evaluation of lecture capture in the History of Art Department
are similar to those of the previous year, with students being overwhelmingly positive about the
system. Key observations are as follows:


Most students stated that they would use the recorded lectures as a revision aid.
Consequently, they were much more likely to view recordings after lectures (rather than
beforehand as preparation); there were also obvious spikes in viewing figures shortly
before exam times.
A large number of students said that they use the recordings as a means of clarifying
difficult concepts by revisiting them. This reduces student stress; knowing that if they do
not understand something they can revisit it as many times as necessary reduces the
pressure to grasp everything in the lecture the first time around. One might theorise
3



that, as a consequence of this, it may also reduce the burden on lecturers, as students
can re-watch the lecture instead of asking lecturers to repeat an explanation.
Students were relieved to have the recorded lectures available to them when they could
not attend lectures due to illness or family issues. The recordings act as a safety net;
preventing students from falling behind if they were unable to attend a lecture.
A significant number of students conveyed that lecture recordings allow them to listen
more attentively during the live lecture. Providing students with a means by which to rewatch/re-listen to the lecture and take notes at a later date frees them from the worry
of writing everything down during the live lecture; thereby allowing them to focus on
the actual contents more than note taking.
The overwhelming majority expressed a wish for live and recorded lectures to contain
the same information (they did not want lectures to be pre-recorded so that lectures
could cover different material), or for lecturers to go more slowly over the most
important topics in live lectures. This most likely relates to the students’ desire to use
recordings for revision and catch-up purposes; they are less keen for this ‘safety-net’ to
become a separate lecture series in its own right, as it would increase their workload.
The above uses of the lecture capture system were expected to be the main advantages for
students; that the students have engaged with the recorded lectures in the expected manner
indicates the project has thus far proven successful in providing students with an additional tool to
support them in their studies.
Similarities and Differences between Courses
While this evaluation was completed by students from three separate courses & two different
groups (all within the History of Art Department), there are significant similarities within the two
groups. Both groups were overwhelmingly inclined towards having the live lectures, recorded
lectures, and online course materials made available to them. Similarly there are no significant
differences in their use of the software’s various tools and functions, and both groups are equally
interested in viewing lectures from other departments.
The Prelim students were more definite in their belief that recorded lectures would be most useful
for exam revision. The Concepts and Methods students, meanwhile, showed an equal level of
interest in having access to the recordings as soon as possible after the lecture, and demonstrated a
desire for year-round access. It is possible that certain courses assist more with project work, or may
even be useful in understanding other courses, and so students find it useful to refer back to these
lectures at various points throughout the year. Hence, while there are noticeable patterns in how
the software is employed by students, there are also slight variations between individual courses,
and the students’ demands of the system may differ accordingly.
Observations
Students appear to view the recordings as supplementary to live lectures, not as a replacement for
them. There are two reasons for this viewpoint:
4


The recordings seem to be used primarily as a safety net, preventing students who
have taken ill, had family issues, or simply struggled to grasp a concept, from falling
behind.
The recordings are used as a revision tool too, allowing students to refresh their
knowledge and understanding of the subject in a self-directed manner.
Additionally, despite fears to the contrary, it appears that lecture capture may actually enhance
students’ engagement with lectures by encouraging them to focus more intently.
Finally, students’ uses and demands of the system can be expected to vary according to the course
they are studying at the time.
Analysis of Student Comments
Many respondents took the opportunity to comment upon the lecture capture system, both praising
the system and raising some concerns with it.
Concepts and Methods
Students on the Concepts and Methods course all seemed very positive in their comments. They
mentioned that the recordings had assisted them when they had been prevented from attending
lectures, and they were able to get a better grasp of the topic than was their experience in other,
unrecorded, lectures. One student stated that recordings allow for different material to be covered
in the live lecture, thereby allowing students to expand their knowledge of the topic. Most of the
respondents also mentioned the recordings’ utility as a revision tool. However, most notable is the
significant majority of students who stated that recordings are not a substitute for live lectures.
There were few technical concerns from the Concepts and Methods students; one asked if lectures
could be uploaded a bit earlier, while another expressed some concerns with the accessibility of the
recordings from home.
Antiquity after Antiquity/ Introduction to the History of Art (Prelim
courses)
The Prelim students extolled the virtues of recorded lectures as a revision tool, while also, similar to
their peers in the Concepts and Methods class, making their preference for live lectures very clear.
The students seem to view live lectures as necessary, with several intrinsic advantages over recorded
ones (related to there being fewer distractions in a lecture hall, and the possibility of interacting with
each other).
Eighty percent of the Prelim students who commented complained of difficulties with audibility on
some of the recordings. It appears some of the professors may have stood too far away from the
recording equipment and so the recordings appear to be ‘muffled’. One student expressed the
desire for accompanying lecture notes (specifically the Lists of Illustrations) to be made available
online.
5
Issues Raised
The following table summarises some of the issues raised by the respondents.
Issue
Recordings of some lecturers are inaudible
Comments


Inform lecturers that they need to stand within
range of the microphone on the desk.
Alternatively, provide some lecturers with a lapel
microphone.
Lectures could be made available earlier.

Again, this is the choice of the department in
question.
One student complained of lectures being
available only via computers physically
located within the History of Art
Department.

This is not actually the case, and appears to be a
misunderstanding on the part of the student.
The department is taking steps to ensure students
are fully aware of how to access recordings.

Concluding Comments
Ultimately, students in the History of Art Department were overwhelmingly positive about the
lecture capture project, during both years it has run. The expansion of the project to include two
further courses has shown that students use recordings for the same purpose (i.e. revision and
recap) regardless of the subject domain, but when they choose to view the recordings may vary
according to each course.
The evaluations revealed that students do not consider recordings to be a replacement for live
lectures, but rather as a supplement to them, and that these recordings allow them to better engage
with, understand, and retain the content presented during the live lectures.
6
Appendix
Summary of Previous Report (2014)
 Use:


Prior to using the Panopto software, the History of Art Department had recorded
lectures and then uploaded the audio files and the slideshows to WebLearn separately.
Students often complained about the difficulty of matching up the spoken words with
the correct slides. It was hoped lecture capture would resolve this issue.
Seminars were not recorded, due to resistance from academics and the time needed to
get permission from all participants.
 Successes:
 Lecture capture greatly aids self-guided revision and reviewing, providing support for
revision and missed work.
 The department has an unusually high proportion of students with learning difficulties,
and the technology provides these with an alternative means of access; the live lectures
act as a chance to gain a general overview, while the recordings can be re-watched to fill
in notes and obtain a detailed understanding.
 Trials:
 Practising with the technology before it was actually used meant it could be
implemented without issue.
 Only slides and audio are recorded in the department. Video recording was deemed to
be unnecessary.
 There has been no noticeable impact on lecture attendance.
 Student Evaluations:
 Students are overwhelmingly in favour of lecture capture.
 Students view the recordings as complementary and supplementary to live lectures, not
as a replacement for them.
 Future Plans:
The project will be rolled out to include other courses.
7
Student Survey
Student evaluation of recorded lectures
Instructions:
Dear Students
Some of the lectures on this course have been recorded and made available on WebLearn
for you to watch later. We are interested in evaluating the learning benefits of making
recorded lectures available online. At this point, this is an information gathering exercise and
may not result in changes to the way in which your course is delivered.
We would be grateful if you could spare the time to answer the questions below, which will
help us to understand the needs and preferences of Oxford students in relation to recorded
lectures. You may add a comment in most questions to clarify your response or provide
further information.
Your responses are anonymous, so please answer frankly. Thank you for your time and
input.
IT Services Lecture Capture Team (This survey has been approved by your department or
faculty.)
1. Listening to or watching a recorded lecture can support my learning in the following ways:
(Tick all the responses that apply to you)
I can focus on just listening during the live lecture
I can clarify difficult concepts by going over them again
I can revise the work before the exam
I can review the topic to prepare essays or assignments
I don’t think it can support my learning
Other: please tell us in the comment box below
Add a comment
2. When would you find recorded lectures most useful? (Tick all the responses that are
important to you)
Early in the term, at the start of the lecture series
Later, as the term progresses
A day or two before the lecture
As soon as possible after the lecture
Close to exam time, for revision
All year round
Never
Other: please tell us in the comment box below
Add a comment
8
3. If all the lectures for your course were pre-recorded and available online at the
beginning of term, what would be your preferred format for the live lecture?
Have the lecturer repeat exactly the same material that is available in the recorded
lecture
Have the lecturer go slower over the most important material during the live lectures,
instead of covering the full syllabus
Have the lecturer solve example problems (or discuss related topics of interest)
instead of introducing the material
Send the lecturer questions in advance and have them answered during the lecture
time
Spend the lecture time solving problems (or discussing related topics) in groups, with
the lecturer taking the role of facilitator
Add a comment
4. Below is a list of different ways in which you might use Oxford recordings of lectures in
your course. Tick all the responses that are important to you.
Listen to audio commentary only
Access integrated audio and slides
Watch a video of the lecture, i.e. see the lecturer as well as the slides
Search for audio words in the presentation
Search for written words in the slideshow
Click through all the slides sequentially, i.e. without searching for content
Play the whole lecture from the beginning
Pause and/or replay sections of the lecture
Stop watching/listening part-way through the lecture and restart later at the same
place
Access recordings on a tablet or smartphone
Access the recording if I missed the live lecture
Other: please tell us in the comment box below
Add a comment
5. Below is a list of different combinations for accessing lectures and/or the course materials
associated with the lecture. Please select your preferred combination. Feel free to clarify
your response in the comment box below.
Live lecture only
Recorded lecture only
Online course materials only
Live lecture + recorded lecture
Live lecture + online course materials
Recorded lecture + online course materials
Live lecture + recorded lecture + online course materials
None of these
Add a comment
6. Please give us your opinion on the relative benefits of attending a live lecture and/or
viewing or listening to a recorded version of the same lecture.
7. If recordings of the same lectures for your course given in previous years were available,
would you listen to/view them before attending this year’s live lectures?
Yes
No
Not sure
9
8. If recorded lectures from other courses or departments were available, would you listen
to/view them?
Yes
No
Not sure
9. If your department or faculty continues to record lectures, what suggestions do you have
for improvements or changes to the way it is done?
10. If you had any technical difficulties in accessing the recorded lectures and/or in
viewing/listening to them, please tell us about it in the comment box below.
10
Student Survey Results
Course: Concepts and Methods (42 students)
12
10
8
6
4
2
0
I can focus on
I can clarify
I can revise the I can review the I don't think it
just listening in dificult concepts work before the topic to prepare can support my
the live lecture by going over
exam
essays or
learning
them again
assignments
Other
Question 1: Listening to or watching a recorded lecture can support my learning in the following
ways
8
7
6
5
4
3
2
1
0
Early in the Later, as the A day or two As soon as
Close to
term, at the
term
before the possible exam time,
start of the progresses
lecture
after the for revision
lecture
lecture
series
All year
round
Never
Other *1
Question 2: When would you find recorded lectures most useful?
*1: Useful to catch up on missed lectures during term.
11
6
5
4
3
2
1
0
Have the lecturer Have the lecturer go Have the lecturer Send the lecturer
repeat exactly the
slower over the
solve example
questions in
same material that most important problems (or discuss advance and have
is available in the material during live related topics of them answer during
recorded lecture lectures, instead of interest) instead of the lecture time
covering the full
introducing the
syllabus
material
Spend the lecture
time solving
problems (or
discussing related
topics) in groups,
with the lecturer
taking the role of
facilitator
Question 3: If all the lectures for your course were pre-recorded and available online at the beginning
of the term, what would be your preferred format for the live lecture?
12
10
8
6
4
Other
Access the recording if I
missed the live lecture
Access recordings on a tablet
or smartphone
Stop watching/listening partway through the lecture and…
Pause and/or replay sections
of the lecture
Play the whole lecture from
the beginning
Click through all the slides
sequentially, i.e. without…
Search for written words in
the slideshow
Search for audio words in the
presentation
Access integrated audio and
slides
Listen to audio commentary
only
0
Watcha video of the lecture,
i.e. see the lecturer as well…
2
Question 4: Below is a list of different ways in which you might use Oxford recordings of lectures in
your course. Tick all that are important to you
12
12
10
8
6
4
2
0
Live lecture Recorded
only
lecture only
Online
Live lecture Live lecture Recorded Live lecture
course
+ recorded + online
lecture + + recorded
materials
lecture
course
online
lecture +
only
materials
course
online
materials
course
materials
None of
these
Question 5: Below is a list of different combinations for accessing lectures and/or the course
materials associated with the lecture. Please select your preferred combination.
7
6
5
4
3
2
1
0
Yes
No
Not sure
Question 7: If recordings of the same lectures for your course given in previous years were available,
would you listen to/view them before attending this year's live lectures?
13
8
7
6
5
4
3
2
1
0
Yes
No
Not sure
Question 8: If recorded lectures from other courses or departments were available, would you listen
to/view them?
14
Concepts and Methods
11/42 (26%)
Respondents
Percentage
8
73%
11
100%
10
91%
9
82%
1
9%
0
0%
Question
Response
Question 1: Listening I can focus on just listening in the live lecture
I
can
clarify
dificult
concepts
by
going
over
them
again
to or watching a
I can revise the work before the exam
recorded lecture can
I can review the topic to prepare essays or assignments
support my learning in
I don't think it can support my learning
the following ways
Other
Early in the term, at the start of the lecture series
Later, as the term progresses
A day or two before the lecture
As soon as possible after the lecture
Close to exam time, for revision
All year round
Never
Other *1
1
1
0
7
7
6
0
1
9%
9%
0%
64%
64%
55%
0%
9%
Question 3: If all the lectures
for your course w ere prerecorded and available online
at the beginning of the term ,
w hat w ould be your
preferred form at for the live
lecture?
Have the lecturer repeat exactly the same material that is available in the recorded lecture
Have the lecturer go slower over the most important material during live lectures, instead of covering the full syllabus
Have the lecturer solve example problems (or discuss related topics of interest) instead of introducing the material
Send the lecturer questions in advance and have them answer during the lecture time
Spend the lecture time solving problems (or discussing related topics) in groups, with the lecturer taking the role of
facilitator
5
4
1
0
45%
36%
9%
0%
1
9%
Question 4: Below is a
list of different ways in
which you might use
Oxford recordings of
lectures in your
course. Tick all that
are important to you
Listen to audio commentary only
Access integrated audio and slides
Watcha video of the lecture, i.e. see the lecturer as well as the slides
Search for audio words in the presentation
Search for written words in the slideshow
Click through all the slides sequentially, i.e. without searching for content
Play the whole lecture from the beginning
Pause and/or replay sections of the lecture
Stop watching/listening part-way through the lecture and restart later at the same place
Access recordings on a tablet or smartphone
Access the recording if I missed the live lecture
Other
2
8
5
8
5
4
6
10
9
6
8
0
18%
73%
45%
73%
45%
36%
55%
91%
82%
55%
73%
0%
Question 5: Below is a
list of different
combinations for
accessing lectures
and/or the course
materials associated
with the lecture.
Please select your
Live lecture only
Recorded lecture only
Online course materials only
Live lecture + recorded lecture
Live lecture + online course materials
Recorded lecture + online course materials
Live lecture + recorded lecture + online course materials
None of these
0
0
0
1
0
0
10
0
0%
0%
0%
9%
0%
0%
91%
0%
Quest io n 7: If r eco r d ing s o f t he
same lect ur es f o r yo ur co ur se g iven
in p r evio us year s wer e availb le,
wo uld yo u list en t o / view t hem
b ef o r e at t end ing t his year ' s live
lect ur es?
Yes
3
27%
No
2
18%
Not sure
6
55%
Q ue s t io n 8 : If re c o rde d le c t ure s
f ro m o t he r c o urs e s o r
de pa rt m e t ns we re a v a ila ble ,
wo uld yo u lis t e n t o / v ie w t he m ?
Yes
No
Not sure
7
0
4
64%
0%
36%
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Question 2: When
would you find
recorded lectures
most useful?
I like to take my own notes at the live lecture but know that there is a recording available should I need to clarify a
particular point. It is also reassuring to know they are available in case of illness. However, I would never see it as a
substitute for a live lecture.
Question 6: Please
give us your opinion
It would be a chance for slightly different information to come up and therefore would allow for a broader
on the relative
understanding than just one hour can allow for.
benefits of attending a
live lecture and/or
Being able to listen again helps in that I can take better notes from the lecture and while the speaker is talking I am
viewing or listening to
able to think about what is being said rather than try to write it down. It is good to be able to ask questions at a live
a recorded version of
lecture.
the same lecture
Attending live lectures allows students to better engage with the topic; however, listening to a recording is equally
beneficial as it allows us to review material later on
Question 9: If your
The History of art department records lectures but only makes them available to students who physically go to the
department or faculty
department and ask for them. The lectures also have to be listened to in the department. If a student misses a
continues to record lecture because they were ill, this seems quite counterintuitive. It would make a lot more sense if the lectures were
lectures, what
available online to all. This would also help massively with revision
suggestions do you
have for
improvements or
Having them posted a bit earlier would be helpful, as long as that is a possibility.
changes to the way it
was done?
Question 10: If you had
any technical
difficulties in
accessing the
recorded lectures
and/or in
viewing/listening to
them, please tell us
about it in the
comment box below
n/a
*1 Useful to catch up on missed lectures during term.
15
Course: Preliminary Introduction to the History of Art and Antiquity after Antiquity
(13 students)
9
8
7
6
5
4
3
2
1
0
I can focus on
I can clarify
I can revise the I can review the I don't think it
just listening in dificult concepts work before the topic to prepare can support my
the live lecture by going over
exam
essays or
learning
them again
assignments
Other *2
Question 1: Listening to or watching a recorded lecture can support my learning in the following
ways
*2 They are very useful if we miss lectures (due to illness etc.).
8
7
6
5
4
3
2
1
0
Early in the Later, as the A day or two As soon as Close to
term, at the
term
before the possible exam time,
start of the progresses
lecture
after the for revision
lecture
lecture
series
All year
round
Never
Other *3
Question 2: When would you find recorded lectures most useful?
*3 Extremely useful if you are unable to attend a lecture due to illness, meaning you don't
fall behind.
16
3.5
3
2.5
2
1.5
1
0.5
0
Have the lecturer
repeat exactly the
same material that
is available in the
recorded lecture
Have the lecturer Have the lecturer Send the lecturer
go slower over the
solve example
questions in
most important
problems (or
advance and have
material during live discuss related them answer during
lectures, instead of topics of interest) the lecture time
covering the full
instead of
syllabus
introducing the
material
Spend the lecture
time solving
problems (or
discussing related
topics) in groups,
with the lecturer
taking the role of
facilitator
Other
Access the recording if I
missed the live lecture
Access recordings on a
tablet or smartphone
Stop watching/listening
part-way through the…
Pause and/or replay
sections of the lecture
Play the whole lecture
from the beginning
Click through all the
slides sequentially, i.e.…
Search for written words
in the slideshow
Search for audio words
in the presentation
Access integrated audio
and slides
Listen to audio
commentary only
10
9
8
7
6
5
4
3
2
1
0
Watch a video of the
lecture, i.e. see the…
Question 3: If all the lectures for your course were pre-recorded and available online at the
beginning of the term, what would be your preferred format for the live lecture?
Question 4: Below is a list of different ways in which you might use Oxford recordings of lectures in
your course. Tick all that are important to you
17
10
9
8
7
6
5
4
3
2
1
0
Live lecture Recorded
only
Lecture only
Online
Live lecture Live lecture Recorded Live lecture
course
+ recorded + online
lecture + + recorded
materials
lecture
course
online
lecture +
only
materials
course
online
materials
course
materials
None of
these
Question 5: Below is a list of different combinations for accessing lectures and/or the course materials
associated with the lecture. Please select your preferred combination.
7
6
5
4
3
2
1
0
Yes
No
Not sure
Question 7: If recordings of the same lectures for your course given in previous years were available,
would you listen to/view them before attending this year's live lectures?
18
7
6
5
4
3
2
1
0
Yes
No
Not sure
Question 8: If recorded lectures from other courses or departments were available, would you listen
to/view them?
19
Preliminary Introduction to the History of Art and Antiquity after Antiquity
9/13 (69%)
Question
Response
Respondents
5
8
8
7
0
1
Percentage
56%
89%
89%
78%
0%
11%
Question 1: Listening
to or watching a
recorded lecture can
support my learning in
the following ways
I can focus on just listening in the live lecture
I can clarify dificult concepts by going over them again
I can revise the work before the exam
I can review the topic to prepare essays or assignments
I don't think it can support my learning
Other *2
Question 2: When
would you find
recorded lectures most
useful?
Early in the term, at the start of the lecture series
Later, as the term progresses
A day or two before the lecture
As soon as possible after the lecture
Close to exam time, for revision
All year round
Never
Other *3
0
1
0
2
7
3
0
1
0%
11%
0%
22%
78%
33%
0%
11%
Have the lecturer repeat exactly the same material that is available in the recorded lecture
Have the lecturer go slower over the most important material during live lectures, instead of covering the full syllabus
Have the lecturer solve example problems (or discuss related topics of interest) instead of introducing the material
Send the lecturer questions in advance and have them answer during the lecture time
2
3
2
0
22%
33%
22%
0%
Spend the lecture time solving problems (or discussing related topics) in groups, with the lecturer taking the role of facilitator
2
22%
Question 4: Below is a
list of different ways in
which you might use
Oxford recordings of
lectures in your course.
Tick all that are
important to you
Listen to audio commentary only
Access integrated audio and slides
Watcha video of the lecture, i.e. see the lecturer as well as the slides
Search for audio words in the presentation
Search for written words in the slideshow
Click through all the slides sequentially, i.e. without searching for content
Play the whole lecture from the beginning
Pause and/or replay sections of the lecture
Stop watching/listening part-way through the lecture and restart later at the same place
Access recordings on a tablet or smartphone
Access the recording if I missed the live lecture
Other
3
8
0
6
3
2
4
6
6
3
9
0
33%
89%
0%
67%
33%
22%
44%
67%
67%
33%
100%
0%
Question 5: Below is a
list of different
combinations for
accessing lectures
and/or the course
materials associated
with the lecture. Please
select your preferred
Live lecture only
Recorded Lecture only
Online course materials only
Live lecture + recorded lecture
Live lecture + online course materials
Recorded lecture + online course materials
Live lecture + recorded lecture + online course materials
None of these
0
0
0
0
0
0
9
0
0%
0%
0%
0%
0%
0%
100%
0%
Quest io n 7: If r eco r d ing s o f t he
same lect ur es f o r yo ur co ur se g iven
in p r evio us year s wer e availb le,
wo uld yo u list en t o / view t hem
b ef o r e at t end ing t his year ' s live
lect ur es?
Yes
1
11%
No
6
67%
Not sure
2
22%
Q ue s t io n 8 : If re c o rde d le c t ure s
f ro m o t he r c o urs e s o r
de pa rt m e t ns we re a v a ila ble ,
wo uld yo u lis t e n t o / v ie w t he m ?
Yes
No
Not sure
6
0
3
67%
0%
22%
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Question 3: If all the lectures
for your course w ere prerecorded and available online
at the beginning of the term ,
w hat w ould be your preferred
form at for the live lecture?
Just listening (without the stress of having to take perfect and comprehensive notes) allows you to understand the topic
better. Knowing that you can go back and listen again to make notes enables this. Attenidng live lectures allows one to
interact with your peers, discuss the lecture briefly afterwards etc.
Question 6: Please
give us your opinion on
It allows us to revise the topics for essays or exams, as by the time we write about the lecture topics it has often been
the relative benefits of
quite a few weeks and its good to be able to remember the lectures in detail.
attending a live lecture
and/or viewing or
With the recording as an option one can focus mainly on the images during the live lecture, and the audio content during
listening to a recorded
the recorded one – or vice versa. Recordings allow you to pause and take fully informed notes of something you might
have missed.
version of the same
If you have had to go home because of family issues or if you are ill in bed, you don't feel like you are being left behind and
lecture
instead can keep to the same level as your classmates – especially if there is an essay deadline for that afternoon or
I still prefer live lectures – I think I would be less attentive to a recorded lecture, however they are useful for going over
missed content
Question 9: If your
department or faculty
continues to record
lectures, what
suggestions do you
have for improvements
or changes to the way it
was done?
Question 10: If you had
any technical
difficulties in accessing
the recorded lectures
and/or in
viewing/listening to
them, please tell us
about it in the comment
box below
Gervase's lectures are inaudible as they are so quiet!! I don't know whether it's his voice or the recording equipment
(though I can hear most of the other lectures fine), but I have tried on several different devices and I honestly can't hear
him.
Sometimes they are a bit quiet/muffled.
Accompanying Lists of Illustrations would be useful as many of the images are not labelled and it is easy to lose sheets
supplied at lectures
Tell the lecturer before han, not to stand too far away from the recording equipment. There are certain professors who
speak so softly and stand so far away from the stand that I have to blast the sound up on my headphones and the
background drone gives me a headache.
Louder sound.
See above (Question 9).
*2 They are very useful if we miss lectures (due to illness etc.).
*3 Extremely useful if you are unable to attend a lecture due to illness, meaning you don't fall behind.
20
History of Art Combined Totals
20
18
16
14
12
10
8
6
4
2
0
I can focus on
I can clarify
I can revise the I can review the I don't think it
just listening in dificult concepts work before the topic to prepare can support my
the live lecture by going over
exam
essays or
learning
them again
assignments
Other *2
Question 1: Listening to or watching a recorded lecture can support my learning in the following
ways
16
14
12
10
8
6
4
2
0
Early in the Later, as the A day or two As soon as Close to
term, at the
term
before the possible exam time,
start of the progresses
lecture
after the for revision
lecture
lecture
series
All year
round
Never
Other *3
Question 2: When would you find recorded lectures most useful?
21
8
7
6
5
4
3
2
1
0
Have the lecturer Have the lecturer go Have the lecturer Send the lecturer
repeat exactly the
slower over the
solve example
questions in
same material that most important problems (or discuss advance and have
is available in the material during live related topics of them answer during
recorded lecture lectures, instead of interest) instead of the lecture time
covering the full
introducing the
syllabus
material
Spend the lecture
time solving
problems (or
discussing related
topics) in groups,
with the lecturer
taking the role of
facilitator
Other
Access the recording if I
missed the live lecture
Access recordings on a tablet
or smartphone
Stop watching/listening partway through the lecture and…
Pause and/or replay sections
of the lecture
Play the whole lecture from
the beginning
Click through all the slides
sequentially, i.e. without…
Search for written words in
the slideshow
Search for audio words in the
presentation
Access integrated audio and
slides
Listen to audio commentary
only
18
16
14
12
10
8
6
4
2
0
Watcha video of the lecture,
i.e. see the lecturer as well…
Question 3: If all the lectures for your course were pre-recorded and available online at the beginning
of the term, what would be your preferred format for the live lecture?
Question 4: Below is a list of different ways in which you might use Oxford recordings of lectures in
your course. Tick all that are important to you
22
20
18
16
14
12
10
8
6
4
2
0
Live lecture Recorded
only
Lecture only
Online
Live lecture Live lecture Recorded Live lecture
course
+ recorded + online
lecture + + recorded
materials
lecture
course
online
lecture +
only
materials
course
online
materials
course
materials
None of
these
Question 5: Below is a list of different combinations for accessing lectures and/or the course materials
associated with the lecture. Please select your preferred combination.
9
8
7
6
5
4
3
2
1
0
Yes
No
Not sure
Question 7: If recordings of the same lectures for your course given in previous years were available,
would you listen to/view them before attending this year's live lectures?
23
14
12
10
8
6
4
2
0
Yes
No
Not sure
Question 8: If recorded lectures from other courses or departments were available, would you listen
to/view them?
24
Combined Totals
Question
Response
20/55 (36%)
Respondents
Percentage
13
65%
19
95%
18
90%
16
80%
1
5%
1
5%
Question 1: Listening
to or watching a
recorded lecture can
support my learning in
the following ways
I can focus on just listening in the live lecture
I can clarify dificult concepts by going over them again
I can revise the work before the exam
I can review the topic to prepare essays or assignments
I don't think it can support my learning
Other *2
Question 2: When
would you find
recorded lectures most
useful?
Early in the term, at the start of the lecture series
Later, as the term progresses
A day or two before the lecture
As soon as possible after the lecture
Close to exam time, for revision
All year round
Never
Other *3
1
2
0
9
14
9
0
2
5%
10%
0%
45%
70%
45%
0%
10%
Have the lecturer repeat exactly the same material that is available in the recorded lecture
Have the lecturer go slower over the most important material during live lectures, instead of covering the full syllabus
Have the lecturer solve example problems (or discuss related topics of interest) instead of introducing the material
Send the lecturer questions in advance and have them answer during the lecture time
7
7
3
0
35%
35%
15%
0%
3
15%
Listen to audio commentary only
Access integrated audio and slides
Question 4: Below is a Watcha video of the lecture, i.e. see the lecturer as well as the slides
list of different ways in Search for audio words in the presentation
which you might use Search for written words in the slideshow
Click through all the slides sequentially, i.e. without searching for content
Oxford recordings of
Play the whole lecture from the beginning
lectures in your course.
Pause and/or replay sections of the lecture
Tick all that are
Stop watching/listening part-way through the lecture and restart later at the same place
important to you
Access recordings on a tablet or smartphone
Access the recording if I missed the live lecture
Other
5
16
5
14
8
6
10
16
15
9
17
0
25%
80%
25%
70%
40%
30%
50%
80%
75%
45%
85%
0%
Question 5: Below is a
list of different
combinations for
accessing lectures
and/or the course
materials associated
with the lecture. Please
select your preferred
Live lecture only
Recorded Lecture only
Online course materials only
Live lecture + recorded lecture
Live lecture + online course materials
Recorded lecture + online course materials
Live lecture + recorded lecture + online course materials
None of these
0
0
0
1
0
0
19
0
0%
0%
0%
5%
0%
0%
95%
0%
Yes
4
20%
No
8
40%
Not sure
8
40%
Yes
No
Not sure
13
0
7
65%
0%
35%
Question 3: If all the lectures
for your course w ere prerecorded and available online
at the beginning of the term,
w hat w ould be your preferred
format for the live lecture?
Quest io n 7: If reco rd ing s o f t he
same lect ures f o r yo ur co urse g iven
in p revio us years were availb le,
wo uld yo u list en t o / view t hem
b ef o re at t end ing t his year' s live
lect ures?
Questio n 8: If reco rded lectures
fro m o ther co urses o r
departmetns were available,
wo uld yo u listen to / view them?
Spend the lecture time solving problems (or discussing related topics) in groups, with the lecturer taking the role of facilitator
25