{"id":2342,"date":"2010-10-26T09:55:00","date_gmt":"2010-10-26T09:55:00","guid":{"rendered":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/?p=2342"},"modified":"2026-10-19T12:18:19","modified_gmt":"2026-10-19T12:18:19","slug":"lecture-capture-at-auc-enhanced-active-learning","status":"publish","type":"post","link":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/?p=2342","title":{"rendered":"Lecture Capture at AUC: Enhanced Active Learning"},"content":{"rendered":"\n

Originally published on:<\/strong> October 26, 2010<\/p>\n\n\n\n

Several previous CLT Newsletters and workshops have advocated active learning strategies in the classroom as a way of enhancing \u201cstudent-centered learning\u201d and thus transforming students from being passive listeners into active learners.\u00a0Faculty response is invariably positive, as most recognize the limitations of the traditional lecture format.\u00a0Nevertheless, faculty have also expressed concerns over the \u201csanctity\u201d of the syllabus and whether they will be able to cover what is required in the time available.\u00a0Thus, although active learning in the classroom has been accepted in principle, many colleagues are concerned to make the move and adopting such innovative teaching strategies for fear of not being able to cover the basic syllabus.\u00a0Lecture capture, which was recently introduced at AUC, resolves this dilemma for faculty.\u00a0 Let me elaborate.<\/p>\n\n\n\n

Lecture capture (or Panopto Focus as it is known at AUC) is an exciting new, extremely user-friendly instructional technology that has drawn the attention of several faculty across the campus since it was first introduced during the imposed H1N1 closure of the university a few months ago.\u00a0 Faculty pre-record their lectures and then make them available to students over the internet from a secure server.\u00a0 Other faculty use lecture capture in order to provide additional material and, in some cases i, to demonstrate the correct solutions to particular problems.\u00a0 The overall effect, irrespective of how the software is used, is that it has enabled such faculty to restructure how they make use of class time.\u00a0 It enables them to focus on active learning experiences during class without the fear of not covering essential course material. It is not surprising, therefore, that this new instructional technology has drawn the attention of faculty across campuses in many major universities such as Duke, Stanford, UC Berkeley, and Wisconsin-Madison.\u00a0<\/p>\n\n\n\n

Survey results from universities that have made use of lecture capture are very encouraging. The popularity of lecture capture across USA campuses is confirmed by survey results that indicate that the majority of college students who have used it now prefer courses that offer recorded lectures over those that do not.\u00a0 Students cite convenience, flexibility, and positive impact on learning as the main reasons to have recorded lectures. (Fernandez, Simo & Sallan, 2009) Similar encouraging responses were obtained from the 16 faculty at AUC who have participated in the first pilot.\u00a0 Faculty represented departments from all the Schools at AUC, underscoring its flexibility irrespective of the discipline.\u00a0 Of the faculty that did use lecture capture, 67% indicated that they were \u201cvery satisfied\u201d and the remaining 33% indicated that they were \u201csomewhat satisfied\u201d.\u00a0 Of particular interest is also the variety of ways in which AUC faculty made use of lecture capture.\u00a0 These included:<\/p>\n\n\n\n

Presenting new material for class discussion<\/td>20.0%<\/td><\/tr>
Recording lectures for students to review<\/td>46.7%<\/td><\/tr>
Solving exercises\/problems for students to review<\/td>13.3%<\/td><\/tr>
Using in case I was absent from the university<\/td>33.3%<\/td><\/tr>
Providing additional material for course content<\/td>40.0%<\/td><\/tr>
Other (please specify)<\/td>13.3%<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Source<\/strong>: CLT survey of AUC faculty piloting lecture capture, Spring 2010<\/p>\n\n\n\n

Furthermore, when AUC faculty were asked how lecture capture contributed to learning, they also responded with different answers:<\/p>\n\n\n\n

 Facilitating class discussion of theory<\/td>57.1%<\/td><\/tr>
Providing an opportunity to revise complex theoretical issues<\/td>50.0%<\/td><\/tr>
Generating points for students to discuss online as groups or as individuals<\/td>28.6%<\/td><\/tr>
Other (please specify)<\/td>21.4%<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Source<\/strong>:  CLT survey of AUC faculty piloting lecture capture, Spring 2010<\/p>\n\n\n\n

The variety of ways in which lecture capture can be used is also reflected in the responses of students who noted the following forms of use:<\/p>\n\n\n\n

Answer Options<\/strong><\/td>Strongly Agree<\/strong><\/td>Agree<\/strong><\/td>Disagree<\/strong><\/td>Strongly Disagree<\/strong><\/td><\/tr>
Prepare for in-class discussion<\/td>4<\/td>20<\/td>3<\/td>1<\/td><\/tr>
Prepare for online discussion<\/td>2<\/td>12<\/td>5<\/td>0<\/td><\/tr>
Understand how problems\/exercises are solved<\/td>9<\/td>15<\/td>6<\/td>0<\/td><\/tr>
Revise for the end of semester<\/td>15<\/td>13<\/td>3<\/td>0<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Source<\/strong>: CLT survey of students using lecture capture, Spring 2010<\/p>\n\n\n\n

Lecture capture is still a new instructional technology whose potential is yet to be fully realized.\u00a0 Nevertheless, there are two important points that need to be made even at this early phase.\u00a0 First,<\/strong> the software being used currently at AUC (Panopto) is extremely user-friendly, does not require any specialized hardware, and can be installed on any computer or a laptop very quickly.\u00a0 Comments from AUC faculty who used it confirm this:<\/p>\n\n\n\n