These days there seems to be a fair bit of angst in the tearoom, centred around using panopto: students are watching panopto recordings (or not) rather than coming to class, and for some colleagues this seems to be a Bad Thing & should be Stopped.
Now I’ll admit that I see a drop in numbers attending the lecture, from time to time – usually ahead of a test in another paper, when students want a bit more revision time, or when there’s an essay due for me & they’ve left things till the last minute. And there are a range of other reasons for students preferring ‘virtual’ classes over the real thing (eg Karnad, 2013). Personally I’m fine with that; students have a lot of conflicting demands on their time and if they choose to manage those demands by dealing with the most pressing issue first & catching up on class later, I don’t see it as a huge problem (apart from the fact that I wish some of them would develop some better time management skills, & maybe we need to look at how we help with that). And the reality is that we’re going to come under increasing pressure to deliver a truly flexible learning experience as population demographics change.
So it’s saddening to hear comments along the lines of ‘well, we should leave the recordings up for just a week, to force students to watch them soon after delivery’. This really runs counter to the idea of supporting flexibilty, & also of encouraging truly independent learning. I mean, on the one hand I’m often told that our students are adults now and we shouldn’t be keeping tabs on things like lab attendance, and yet on the other there’s this quite punitive attitude around coming to/viewing lectures. Talk about contradictions!
Yes, of course there are things we can do better! A conversation with each semester’s classes around using lecture recordings ‘properly’ eg watching in a timely manner, and what the literature tells us about the results of not doing this, certainly wouldn’t go amiss, and would help our students really start to come to terms with the realities of a modern university. (Here’s an example of good practice in this aspect of teaching & learning, one that I think that my own institution could well emulate.)
But we should also think about how to change our own techniques so that students actually want to be in every lecture that they can possibly attend. If they perceive no additional benefits in a kanohi ki te kanohi (face to face) class, compared to a recording, then there is no incentive to come along. As the (anonymous) author of this excellent resource for teachers says
Students will want to attend the live lecture because of the way you structure it to include some interactivity and will then obtain further value from reviewing portions of the live lecture as they add to their notes and reflect in order to deepen their understanding.
While the author makes it clear that making lecture recordings available can have a positive impact on student learning and on retention, they also point out that there’s little benefit overall if lectures follow the ‘traditional’ format. (Now where have we heard that before?)
Research suggests that recording traditional lectures adds relatively little pedagogical value to the student learning experience. Therefore add pedagogical value by ‘seeding’ the face-to-face lecture with student tasks or activities, or follow-up questions for discussion and research, so that students can benefit from reviewing your lecture recording and use it to add depth to the reflections that they are already making in the live lecture.
For after all,
[the] main goal of providing recorded lectures is to engage students in blended learning experiences that facilitate a flexible self-paced mode of learning and review that supplements rather than replaces the need to attend the face-to-face lecture.
Karnad, A. (2013) Student use of recorded lectures: A report reviewing recent research into the use of lecture capture technology in higher education, and its impact on teaching methods and attendance. LSE Report.