Transforming Higher Education with Technology

Chapter 1

Introduction

In the recent years, there is an increase in demand for improving the academic environment in universities (Yin, 2012). The connection between the new generation and technology cannot be ignored, that is, current students are totally surrounded by digital devices such as smartphones, tablets and computers. Therefore, many institutions in the world have paid considerable attention to integrate new technologies with classical teaching methods in order to optimize learning quality and efficacy of the teaching curriculum. In the education sector, many researchers explore the different ways of delivering lecture notes as well as other educational materials. It has been found that the acceptance of iPods is increasing amongst college students, which indicates the practicality of recording and broadcasting lectures (course-casting) as a way of motivating students and enhancing their education quality (Leadbeater, Shuttleworth, Couperthwaite, & Nightingale, 2013). The teaching method of providing as face-to-face manner is still considered the most popular manner of delivering knowledge and information at universities (Germany, 2012; Hall & Ivaldi, 2017). In general, the different teaching methods have been supported by the use and application of technological tools, which are efficient in facilitating learning process. The investigations of the impacts of utilisation of the lectures through the digital formats on the attitude and satisfaction of students started to occur in the development of research literature since the year 2006 (Chester, Buntine, Hammond, & Atkinson, 2011). For example, Cable News Network, based on a Student Monitor research reported that iPods are among the most common tools which were used by undergraduate college students (Bryans Bongey, Cizadlo, & Kalnbach, 2006). After 18 years of investigation, this survey revealed that nearly three-quarters of US college students prioritise iPods in their listing ahead of other important things(Bryans Bongey et al., 2006). The recent developments in the technological domains have contributed to the production of many devices through which the users could access online resources by utilisation of internet connections (Aldamen, Al-Esmail, & Hollindale, 2015). The use of educational technology is very common at universities for different objectives and principles (Philips et al., 2010). This kind of use provides a range of flexibility that helps students to search and obtain information alongside the classical face-to-face teaching manner, which is known as blended learning. (Philips et al., 2010) In the past few years, one of the most recognized advances was recording lectures (lecture capture) that has been considered in the realm of higher education to help students to review and improve their understanding and learning skills (Aldamen et al., 2015), although lecture recording systems could not considered as a new invention per se (Mark, Vogel, & Wong, 2010). As a matter of fact, lecture recording systems can be traced back to nearly twenty years ago. For example, (Abowd, 1999) had performed a study on the application of lecture capture systems in a classroom (Classroom 2000) in order to create a “living educational environment” for students(Mark et al., 2010).

Research Aims and Objectives:

The aim of this study is to investigate the impact of lecture recording systems on the behaviour of the staff and students and on the styles of delivering the necessary information by the staff of the University of Sheffield. This research will explore the views of the academic staff of the University of Sheffield regarding their current experiences by using the system and will study if the system has any impact on students during recording lectures. The staff opinions will be themed based on differences and similarities in order to obtain a wider understanding of their perceptions. Specifically, the study will focus on whether the university staff would change their lecture delivery style to any degree during the commencement of the recordings. . The study will also investigate the extent to which the students could behave differently. In general, the outcomes of this dissertation will provide broader understanding of the impacts of lecture recording systems on staff and students and therefore this will shed light on the areas which can be improved.

Chapter 2: Literature review

Introducing the lecture recording system

Lecture recording system includes recording the activities or events of a classroom by using certain software and then broadcasting recorded materials online (Zhu & Bergom, 2010). Recently, there has been a considerable increase in the use of lecture capturing systems within the educational field. Even though there are many technical characterizations between these systems, most of them tend to offer similar services such as recording voice, video and other presentational material. The potential of considering this technology by most universities worldwide is promising enough. In UK, lecture recording is widely used in universities and at higher education institutions for supporting students (Johri & Olds, 2014). Many studies have shown that most universities tend to record lectures(M Gosper et al., 2007; Maag, 2006; McElroy & Blount, 2006), while other studies have reported that recording included tutorials and short learning materials (Laing & Wootton, 2007; Tynan & Colbran, 2006). In addition to this, other studies have investigated the level of student satisfaction regarding the recording of learning materials, where the findings were generally positive specifically by enhancing their learning performance (Maag, 2006; Soong, Chan, Cheers, & Hu, 2006). For instance, a large study involving four universities in Australia reported that, 80% of students achieved better learning and grades (M Gosper et al., 2007). Other studies have stated that recordings were highly demanded by students to improve their learning experience compared to attending lectures (McElroy & Blount, 2006). Whether lecture recordings actually assist students for achieving better learning and results or not is still unclear(Aldamen et al., 2015). Studies vary in their response rate due to many factors. One of these factors is sample size, which varies significantly as ranged between 50 and 1000 participants among studies (Chester et al., 2011). The response rate was high as 90% for some studies and very low as 16%, whereas the majority of studies reported response rates between 30-40% (Chester et al., 2011). Another variable that may affect the response rate is the applied methodology. Generally, questionnaires were used to assess the student attitudes by either paper or online versions or both. It has been found that the response rates of the online questionnaires were commonly poor compared to paper administration of questionnaires (Johnson, 2002). In general, students have reported that recording lectures can be very advantageous in cases of revising missed lectures, complex topics and missed information. Some investigations have revealed that the demand of obtaining recorded materials increased just prior to exams (Lightbody, McCullagh, Hughes, & Hutchison, 2007). Therefore, the time of surveying plays an important role as the need of recordings might be affected in a variable manner either at the beginning, middle or at the end of the semester (Chester et al., 2011). Before 2017, lecture recording system had been used for couple of years in some departments of the University of Sheffield. The feedback of the students regarding this technology was very positive. Interestingly, at least one of these departments such as Biomedical Science department reported that lecture recording has impacted positively on the students’ performance in module evaluations, attainment and favourable National Student Survey (NSS) comments (The University of Sheffield, 2017). Moreover, many other academic institutions have already implemented this technology prior to that of the University of Sheffield. In 2015-2016, the University started to use lecture recording system in 30 out of 48 departments, which was on a voluntary basis. The university reported that recordings were in 2,626 in total, which were viewed more than 180,000 times. The following academic year demonstrated more usage of this technology by including 38 departments. The total number of recordings exceeded 11,500 with more than 320,000 views (The University of Sheffield, 2017). It is indisputable that many academic institutions are now considering lecture recording as a routine part of the practice. Therefore, the current educational research tends to concentrate on evaluating the use of lecture recording in every aspect in order to achieve the maximum educational benefit of this technology.

The impact of lecture recording system on student

The increased use of lecture recording system as a supportive tool beside the attendance of lecture in higher education is obvious, however, it is still unclear how it affects the learning quality of students (Leadbeater et al., 2013). Generally, students express positive attitudes regarding lecture recording, which is predicted (Bond & Grussendorf, 2013). In most universities, it is a common practice to offer recording devices for dyslexic students, however the impact of these tools on the academic performance is still vague (Leadbeater et al., 2013). It is also noted that lecture recording system is useful for students who are non-native English speakers (Leadbeater et al., 2013). It has been reported that the lecture capturing has affected the students’ attendance negatively, which can be explained due to their discipline (Hall & Ivaldi, 2017). Many of the studies showed that the majority of students commonly watch the whole recorded lecture instead of watching parts of them. For instance, it has been found that nearly 70% of participants indicated that they listened to the whole recorded material and more than 50% listened to the recordings on multiple occasions (Maree Gosper et al., 2008).Interestingly, many investigations reported opposite findings regarding lecture capturing. Frydenberg (2008) stated that the majority of the students do not prefer to spend additional time to re-listen to a whole recorded lecture (Frydenberg, 2008). Furthermore, another study revealed that nearly 70% of students would like to do selective listening to the difficult concepts only, while nearly 30% listened to the full lecture (McElroy & Blount, 2006). The influence of lecture recording has been investigated. Lecturers, in general, have a common concern regarding the possible drop in attendance of lectures as recordings are available for students (M Gosper et al., 2007). It has been reported that the attendance of students declined by more than 50% after the introduction of lecture recordings (Chester et al., 2011).

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The impact of lecture recording system on lecturers

Some lecturers, who, are using lecture capturing system, suppose that, the system itself offers great educational benefits (Bond & Grussendorf, 2013; Davis, Connolly, & Linfield, 2009). Whilst others who are against recording lectures, claim that this kind of supplemental tool is dangerous and could affect the educational environment. A conducted survey revealed some concerns regarding lecture capturing such as personal discomfort of lecturers being recorded, the possible decline of attendance rates and the possible loss of basic learning skills such as taking of notes (Bond & Grussendorf, 2013; Davis et al., 2009).

Lecture recording policy (the University of Sheffield)

The University of Sheffield established a new policy for lecture recording system from 2017-2018, by automatically recording all the teaching sessions and making these records available online on the website. The University has decided to implement Echo360, which named Encore, from 2017-2018 in all teaching rooms. The purpose of this learning technology is to record lectures or other types of teaching events, which can be linked with the presentational materials such as PowerPoint. These recordings with relative PowerPoint slides are usually uploaded to the Virtual Learning Environment (VLE) of the university website to be available for students (The University of Sheffield, 2017). This new system is considered as an additional learning tool to help students, which is not intended to be an alternative to attending face to face lectures and teaching sessions or for archiving materials for long-term reuse. Currently, Encore equipment is available in all classrooms for 40 students or more. This recording system was designed to automatically record unless it has been programmed differently to not record. Each teaching room is equipped with a boundary microphone adapted with the Encore system for lecture recording. Moreover, these recordings will be automatically uploaded and placed in the relevant course sections on the VLE and will be accessible within two hours of the completion of the lecture session. However, the uploading of a recording might be delayed if editing was needed (The University of Sheffield, 2017). Recordings can be accessed by students throughout the present academic year and the subsequent year; . It is important to mention that the university aims only to record teaching materials, however, other extracurricular events and public lectures will not be recorded unless they are specifically requested. In addition to this, Encore software is available to be downloaded in lecturers’ laptops for recordings if it could be needed. The demand for lecture capturing in smaller classrooms will be monitored by the Corporate Information and Computing Service (CiCS) in order to decide whether to expand the use of Encore system or not (The University of Sheffield, 2017).

Chapter 3: Methodology

Introduction

This research contained mixed methods based approach, which should include at least one of both qualitative (collecting words) and quantitative methods (Tashakkori & Teddlie, 2010). After careful evaluation of the aim of this research, questionnaire and interview methods were selected for data collection. Each method was described individually by explaining the setting, tools, participants and procedure. Although, the quantitative methods are important for controlling variables and isolating a single factor and explaining the reason of a change, it was believed that a qualitative method provides more depth and details of research on social sciences than that which could be gained from a quantitative method only (Gill, Stewart, Treasure, & Chadwick, 2008). Therefore, it was important to include both methodological approaches in order to achieve a deeper understanding of the educational matters (Gill et al., 2008). However, this does not mean that this combination of approaches could be suitable for every time(Sale, Lohfeld, & Brazil, 2002).

Research Design

In general, the aim of this study is to investigate the impact of Lecture Recording Systems on the behaviour of the staff and students and on the delivery styles of the staff of the University of Sheffield concerning those lectures. Commonly, most studies that use mixed methods, begin with the qualitative study and then perform the quantitative study (Morgan, 1998). As planned, there were two methodological phases, which were performed in order to achieve the study objectives, which are as follows:

Phase 1 – Qualitative approach

Qualitative methods are commonly conducted on a small size sample to allow the participants to express their own opinions without imposed pressure. The most common approach of conducting a qualitative study are interviews, observations and visual or textual analysis (Sofaer, 1999). However, interviews were considered for this study. The main purpose of using interviews in this research has been to explore lecturers’ views on lecture recording systems, and to what extent this system has influenced their educational performance. There are four main approaches of interviews, which are commonly applied and they are as follows: structured, semi-structured, unstructured and non-directive interviews. In this study, a semi-structured interview approach has been utilised. The main advantage of this approach is the flexibility of listing the predefined questions whenever these could needed by the researcher, although the key questions should be covered during the interview.

Participants and measures

The study was conducted at the University of Sheffield in the UK. As the actual impacts of lecture recording systems are still unclear, it was very important to explore its impacts on the staff in order to identify the gaps of this tool and then attempt to improve it. The study will investigate the attitudes of the lecturers regarding lecture recording. There are many benefits of performing interviews to obtain data including adding depth and details compared to the quantitative manner. Five semi-structured interviews were conducted from different departments of the university. The interview duration lasted for up to nearly 23 minutes. A list of questions was prepared in advance for guidance. The questions were carefully ordered to assist the participant to express their opinion logically. In addition to this, the interviews were recorded to assure the transcription accuracy of the data collection. Before each interview, a participant information sheet (Appendix 2) was provided to each of the participants with enough time to consider whether to participate or not. Appendix 3 included a consent form that was signed by the interviewee prior to begin the interview. Also, it included an interview topic guide (Appendix 4), which had 16 predefined questions to explore the effects of the lecture recording system on the behaviour of the staff and students in the University of Sheffield.

Interview challenges

There were some challenges in collecting interviews data for this study. The target was to perform six interviews and more than 15 invitations were sent to staff from different departments, however only five interviewees accepted the invitation. There were 3 different reasons of not obtaining 6 interviews with the staff as they were busy, not interested or did not respond to the invitation.

Interviews analysis

Thematic analysis is a popular method for analysing qualitative methods (Boyatzis, 1998). Analysing data using this method is based on identifying and reporting themes. Therefore, thematic analysis has been used to analyse the collected data from the interviews for this research as it is considered one of the main methods for interview data analysis (Braun & Clarke, 2006), The analysis included 6 steps for analysing the recorded data of the interviews as follows: 1) Data familiarisation step: The recorded interviews were transcribed, read many times to explore primary ideas from the content. 2) Identifying general themes: Based on the first step, primary ideas were condensed into general themes. 3) Identifying main themes: The general themes were condensed into focused themes. 4) Reviewing generated themes: Based on the previous steps, a thematic map was produced for the analysis. 5) Defining themes: By defining each theme clearly. 6) Reporting the analysis.

Phase 2 – Quantitative approach

The aim of using questionnaire was to determine the extent to which lecture recording systems affect the behaviour of the students and the staff. The collected data was presented in numbers and such data had been collected from a certain number of students to achieve a general conclusion. The benefits of questionnaire include providing the researchers with knowledge, attitudes of people in regard to specific topics (Boynton & Greenhalgh, 2004). The purpose of using the questionnaire was to collect data by using structured research instruments. In general, one of the greatest advantages of using questionnaire is providing researchers with the ability to respond in an effective manner.

Participants and measures

The study focused on analysing the attitudes and perceptions of the participants regarding lecture capturing. Therefore, the questionnaire method was used to perform the quantitative phase because it allows the investigator to easily obtain data from a large population size. The questionnaire included 16 questions which were in open and closed format. In addition to this, using some filter questions was considered to assist the participants to complete the questionnaire without the need to answer irrelevant questions. The targeted participants were postgraduate students (MSc and PhD) from different departments of the University of Sheffield (the sample size will be determined later). The questionnaire was designed using Google Docs and then the link was emailed to the participants to complete the online survey. The first page of the questionnaire included information about the current study and the consent was taken as the participants pressed (Next) button.

Challenges

The late distribution of questionnaire via emails to participants led to delaying of data collection. There was a technical problem in the system that is usually used to distribute emails to the students of the University of Sheffield (the problem was a delay with the MyAnnounce email system that caused a delay in the call for participation email being sent out). This forced me to start physically distributing a number of questionnaire forms in different location within the University and collecting them in the interest of time.

Data analysis

The collected data were analysed using SPSS (IBM Corp. IBM SPSS Statistics for Mac, Version 24.0. Armonk).

Pilot study

Questionnaire do not give the opportunity to make any adjustments to questions if already distributed, thus it is important to do a pilot test (Bryman, 2004). Therefore, it was important to assess the clarity of the questionnaire and to check if the online link is working properly. The pilot study included four participants who completed the questionnaire. Only few suggestions were given about some questions that were rewritten again for clarification.

Chapter 3: Ethical aspects

All the researches which include human participation, need to obtain a permission consent form(Appendix 3) from the participants as a fundamental ethical principle of the study. The participants have the right to disengage at any point during conducting the research project (Ingrid, 2006), therefore it is very important to explain and clarify the whole procedure and potential risks to them at the commencement of the experiment. Moreover, it is crucial to provide them with full packages of information which include objectives and procedures of the research project undertaking to ensure that they fully understand these from the beginning of the data collection. The data collection phase did not begin until obtaining a formal ethical approval signed by the Ethics Administrator of the Information School (Appendix 1).

Chapter 4: Research findings

1. Introduction

This part of the research aims to present the results and analysis obtained through the answers of the lecturer’s interviews and of the answered questionnaire which have been distributed to the students, which aimed to know the effect of the lecture recording system on the behaviour of students and staff in the lecture hall.

2. Qualitative findings (Interviews)

2.1. Sampling

Interviews with 5 lecturers were arranged by sending an email to invite them to participate in the research. Each interview lasted up to 23 minutes. These interviews where semi-structured interviews and each of them contained 16 predefined questions, where the number of questions was not fixed by either adding or deleting questions based on the interviewee's answers.

2.2. Findings

The outcomes of the interviews were analysed using thematic analysis approach. Two main themes were identified in regard to the effect of lecture recording system on the behaviour of the students and staff of the university. The students’ behaviour findings were coded as Theme 1 and the staff behaviour findings were coded as Theme 2.

Theme 1: Student behaviour findings

Non-English speaking and/or disabled students sub-theme.

The majority of the interviewees agreed that the lecture recording system is very helpful for non-English speaking students. Recorded lectures give those students the chance to listen to lectures as many times as possible and would help them to understand the content of the lecture.

Participant A emphasised:

“It is definitely useful, especially for overseas students, whose first language is not English, so I think it is very helpful for them, because they can go back and replay the lecture to catch up the part that they missed. it in the lecture because you can’t really focus at two hours all time. So, I think it is very useful system”.

Participant B stated:

“Also, particularly for the students who are not so good in English, it is really useful to be able to go through the lecture recording”.

Participant C claimed:

“And that is fine because we have students from so many different nationalities and levels of English, that is a kind of expectation and there is generally someone that will ask the questions because they are a bit more confidant and I think that more often covers the student who are less confidant”.

Participant D added:

“For students, perhaps who are not very good at taking notes for students whose English is not their first language, I think it would be very advantageous”.

In addition to this, two of the interviewees have indicated that lecture recording system would significantly help student who have some degree of disability.

Participant B stated:

“Also, particularly for the students who have a disability …, it is really useful to be able to go through the lecture recording”.

Participant E stated:

“I have had students who had significant disabilities and who have struggled physically to make it to the university on day to day basis because of their disability and they said that have lecture capture it makes difference, they can listen to the lecture and look at the slides at the same time and so they don’t worry about the apprehension if they cannot get off the bed”.

Dominated conversation and inhibit others sub-theme.

Some of the interviewees have expressed that lecture recording systems could encourage some students to speak up, while others can be less interactive because of recording. Therefore, this would inhibit discussion by dominating the process of discussion.

Participant B stated:

“It inhibits discussion. It means the people who don’t mind what anyone could prefer to listen to, they are happy that their opinions are being heard by other and that this might dominate the conversation a bit more which I don’t think is a good thing. And also, I feel that within a classroom space people should be free to express their ideas and try things out and make mistakes and this is what has been meant to be learnt by them to learn but if you are worrying the whole time that you need to say the right thing so that when someone plays it back they don’t think you are stupid”.

Participant C stated:

“That is a kind of expectation and there is generally someone who will ask the question because they are a bit more confident and I think that this more often covers the students who are less confidant”.

Participant E stated:

“… you are recording it then that could inhibit student’s participation and that would certainly be a valid reason for not recording a session I think”.

Less or no questions sub-theme.

In addition, some of the participants have indicated that lecture recording systems have affected students in regard to asking questions during the lecture.

Participant B stated:

“I think there are many reasons. So, it may be due to their linguistic ability and regarding their relationship with the people in the class, knowledge of the subject or their confidence with the subject. It may be to do with how they used to learn before”.

Participant C stated:

“The only reason that students might want to ask after, rather than during, the lecture, is, the same as any other class and they may not be confidant”.

Participant E stated:

“They do always have to ask questions after the session because they probably did not want to appear stupid”.

Attendance.

Two of the interviewees have concerns that lecture recording systems would affect the student attendance.

Participant C stated:

“I have a feeling sometimes there are fewer students in the class”.

Participant D stated:

“I know from the evidence of our institutions and we certainly talk to … institutions when we are writing the policy that they say you always see a drop in the first-year attendance because students are mourning, what it means to not attend and have to watch the lecture captures and it is actually better than to turn up”.

Participant E stated:

“A small number of students, I suspect, are using the lecture capture as an excuse not to get out of bed for a 9 o’clock lecture in the morning”.

Students’ focus.

Most of the participants have indicated that lecture recording systems would affect the level of students’ focus either in a positive or a negative way.

Participant C stated:

“No, I don’t think so they tend to be … with postgraduate students they tend to be generally a good level of focus any way………. but I mean possibly there are some students who might be using their phones during the lecture and then their focus may change so I don’t think it changes the majority of people”.

Participant D stated:

“I think only positively, I think they focus on the lecturer rather than cramming everything down and trying to get the fact into a piece of paper”.

Participant E stated:

“Yes, I cannot see the tops of heads any more I see faces”.

Theme 2: Changing in teacher behaviour

Only two of the participants have stated that lecture recording systems have not changed their way of teaching or behaviour.

Participant A stated:

“I don’t think so, I don’t find that interesting. I don’t think that the system has affected how I behave. So, I don’t think it is”.

Participant B stated:

“I don’t think it is actually has affected me particularly”.

However, the rest of the interviewees have indicated that their behaviour has changed to some degree because of the lecture recording systems.

Although Participant A did not think that the system has affected his/her behaviour, Participant A stated also:

“Some people are against it mostly because that they think there are some privacy issues there, but I don’t take it in that way, I saw there were more benefit to it than a down side”.

Participant C stated:

“I think perhaps we are a little bit more cautious of some of the things we say, so some of the examples I have used I might not use anymore, because they might be a bit too controversial. Information retrieval does not tend to be a major problem since I am not really discussing very sensitive topics there, I might be more careful about talking I mean I tried to be careful any way about talking at nice pace and keep the language clear, I think could be even more important for lecture capture”.

Participant D stated:

“I think, yes, in some cases, I think it is easy to be negative about in a way because I think people would see as I would call right Red Light Syndrome the fact when you know you will be recorded you tend to be more concretive and you might be not potting jokes which you might be potting it if you think it could be more informal as an environment, I think also lecturers feel a little tighter to the podium because they know that is where the audio is being recorded. Certainly, my own experience this is I feel I am a little bit more restricted I have to stand at the front because I know if I walk around, the audio recording will not work effectively which has changed the manner in which I physically used the space as well. I think on a positive note because I know it is being recorded. I also probably make up more information on my slides because I can say to the students listen to me but if you want the detail come back to this later on in the recording, so I can lean on the recording for the students to do for the work later on. So, I think positively of it to, I can use it as a … I can get everything in or I want to simplify something I say”.

Participant E stated:

“It has not changed how I deliver my traditional lectures. So, what it has made me to do has been to think about potting more interactive activities in my lectures so the … we got lots of options for student to put down in their notes , ask questions, run lecture tour sessions … so the system has actually made me to put more activities in my lecture which could be still recorded, so those session based interactions are still recorded”.

2.3. Summary

To conclude, most of the interviewees agreed that the lecture recording system is very helpful for foreign and disabled students. However, the system could affect the rate of students’ attendance and their focus during the lecture. Dominating conversation, inhibiting discussion and less participation could take place because of the recording. Moreover, some of them indicated that the students’ focus has increased and more important questions were getting raised. Finally, some of them reported that there was not any change to their behaviour due to the recording, whilst others have changed their behaviour.

3. Quantitative findings (Questionnaire)

This questionnaire was aimed at postgraduate students to explore their views on the impact of the recording system on their behaviour and on the behaviour of the lecturers as a result of this research.

3.1. Demographic data

The proportion of male and female participants in answering the questionnaire in this project, which showed that the number of female participants was 26 students (52%), while the number of male participants was 24 students (48%). As it was mentioned before, the target group was the postgraduate students. The number of masters students was 27 students (54%), while it were only 23 PhD students (46%). In order to investigate the distribution of the participating students in the University of Sheffield, it was necessary to determine their academic background at the beginning of the questionnaire. As has been shown in Table 1 and Figures 3, the participants were from 26 different departments of the university and were not limited to a particular field. It was also clear that the highest proportion of participants was from education and information schools by the rate of 12% of each department.

3.2. The impact of the lecture recording system on the behaviour of students

Q1. What is the extent of your knowledge of lecture recording system? Give yourself an assessment of 1 to 5. (1) Know the system well (5) I have a simple background about the system.

As a result of the implementation of the lecture recording system within the University of Sheffield in the last two years, the extent of the students' knowledge of the system may differ from one student to another. As has been shown in the Table 2 and Figure 2, the answers ranged from having sufficient knowledge of the system (5) and my knowledge of the system is very simple (1). The highest number of responses was answer number 3, which was I had an average experience of the system and represented 34% of the answers.

Q2. In general, do you think the system has an impact on the behaviour of students during the lecture?

The purpose of this question was to explore whether the lecture recording system affects students’ behaviour in general in the lecture hall. The results, as have been shown in the Table 3 and Figure 3, were that nearly two-thirds of the students thought that the system has affected the students' behaviour within the classroom, while the rest indicated the system does not have any impact on students’ behaviour.

Q3. If the answer is yes, what are the reasons that led to a decline in focus?

Thirty-three respondents have answered (Yes) and 51.5% of them agreed that the lecture recording system had an impact on the student’s participation during the lecture while 36.4% reported that students decided to stop writing comments anymore because of the lecture recording system. While the rest of the students said either that the system may prevent students from attending lectures, paying attention during the lecture, asking questions for clarification or finally, the system may have affected more than one aspect.

Q4. In particular, do you think that the system has an impact on your behaviour as a student while you are in the lecture?

This question was aimed to discuss the students’ views of the impact which the lecture recording system has had on their own behaviour in the class room. As shown in Table 4 and Figure 4, the findings showed that more than half of the students felt that the system had an impact on how they behave. While the rest of them did not feel that the existence of the system has influenced any change to their behaviour during the lecture at all.

Q5. If the answer is yes, which area has been affected?

This question asks students to clarify aspects that the system may affect them personally. Twenty-nine percent of the students reported that the system had affected their own behavior, 55.2% of them reported that the system affected their participation in answering questions, while 37.9% of them reported that the system prevented them from adding comments to the content of the lecture. Moreover, one of the participants reported that the system allowed him to not attend the recorded lectures. On the other hand, it was interesting that one of the participants reported that this kind of lectures may encourage him to focus more, ask questions and add comments.

Q6. Did you request to pause the recording during the lecture in order to be able to participate or to add comment?

One of the features of the system is the possibility of stopping the recording at any time and then it can be played again to complete the recording. The aim of this question is to find out if the students have requested to pause the recordings in order to be able to participate or to express their opinion freely without being recorded. It was interesting to note that the minority of the participants did not request to pause the recording, only a small percentage comprising 8% of the participants asked to stop the recording to participate as has been shown in Table 5 and Figure 5.

Q7. If the answer is yes, what are the reasons for your request to pause the recording?

Some of students reported that they have asked to pause the recording system during the lecture in order to participate or to give their opinions. However, they did not explain the reasons that made them to request pausing the recording.

Q8. If you have any questions during the lecture, while it is recording what is the preferable time to ask?

In most lectures, students ask questions during the lecture. With the introduction of a lecture recording system, the aim of this question was to find out whether students still ask questions during the course or they prefer to wait until the lecture ends. Table 6 and Figure 6 have showed that nearly half of the students prefer to ask questions after the lecture is finished, while 18% intend to ask questions while the lecture is being recorded. The rest of them have no time preference in terms of asking questions.

Q2. In general, do you think the system has an impact on the behaviour of students during the lecture?

The purpose of this question was to explore whether the lecture recording system affects students’ behaviour in general in the lecture hall. The results, as have been shown in the Table 3 and Figure 3, were that nearly two-thirds of the students thought that the system has affected the students' behaviour within the classroom, while the rest indicated the system does not have any impact on students’ behaviour.

Q3. If the answer is yes, what are the reasons that led to a decline in focus?

Thirty-three respondents have answered (Yes) and 51.5% of them agreed that the lecture recording system had an impact on the student’s participation during the lecture while 36.4% reported that students decided to stop writing comments anymore because of the lecture recording system. While the rest of the students said either that the system may prevent students from attending lectures, paying attention during the lecture, asking questions for clarification or finally, the system may have affected more than one aspect.

Q4. In particular, do you think that the system has an impact on your behaviour as a student while you are in the lecture?

This question was aimed to discuss the students’ views of the impact which the lecture recording system has had on their own behaviour in the class room. As shown in Table 4 and Figure 4, the findings showed that more than half of the students felt that the system had an impact on how they behave. While the rest of them did not feel that the existence of the system has influenced any change to their behaviour during the lecture at all.

Q5. If the answer is yes, which area has been affected?

This question asks students to clarify aspects that the system may affect them personally. Twenty-nine percent of the students reported that the system had affected their own behavior, 55.2% of them reported that the system affected their participation in answering questions, while 37.9% of them reported that the system prevented them from adding comments to the content of the lecture. Moreover, one of the participants reported that the system allowed him to not attend the recorded lectures. On the other hand, it was interesting that one of the participants reported that this kind of lectures may encourage him to focus more, ask questions and add comments.

Q6. Did you request to pause the recording during the lecture in order to be able to participate or to add comment?

One of the features of the system is the possibility of stopping the recording at any time and then it can be played again to complete the recording. The aim of this question is to find out if the students have requested to pause the recordings in order to be able to participate or to express their opinion freely without being recorded. It was interesting to note that the minority of the participants did not request to pause the recording, only a small percentage comprising 8% of the participants asked to stop the recording to participate as has been shown in Table 5 and Figure 5.

Q7. If the answer is yes, what are the reasons for your request to pause the recording?

Some of students reported that they have asked to pause the recording system during the lecture in order to participate or to give their opinions. However, they did not explain the reasons that made them to request pausing the recording.

Q8. If you have any questions during the lecture, while it is recording what is the preferable time to ask?

In most lectures, students ask questions during the lecture. With the introduction of a lecture recording system, the aim of this question was to find out whether students still ask questions during the course or they prefer to wait until the lecture ends. Table 6 and Figure 6 have showed that nearly half of the students prefer to ask questions after the lecture is finished, while 18% intend to ask questions while the lecture is being recorded. The rest of them have no time preference in terms of asking questions.

Q9. In regard to lecture recording system, do you think your focus as a student has dropped during the lecture?

As the focus during the lecture is one of the most important factors that may be affected by the lecture recording system, this question was aimed to explore the percentage of students who may had experienced a decline in their focus during the course. Eighty percent of the students reported that their focus was not affected by the system, while 20% of the students stated that their focus during the lecture has dropped due to the existence of a lecture recording system as shown in Table 7 and Figure 7.

Q10. If the answer is yes, what are the reasons that led to a decline in focus?

Eight of the respondents answered this question, most of them emphasized that the reason for the lack of focus during the recorded lecture is because they are aware that it is possible to return and listen to the lecture anytime later. Some of them stated that if they missed a point, they could go back and check it.

3.3. The impact of the lecture recording system on the behaviour of staff

Q11. Do you think the delivery style of recorded lectures has been changed with a lecture recording system?

The focus of this section was on the student’s opinion on whether the lecturers' behaviour was influenced by the lecture recording system or not. The vast majority of the students unanimously agreed that the system had no effect on the behavior of the lecturers in the delivery style of their lectures while only few of the students had a different opinion that the system had affected the behavior of the lecturers as has been shown in Table 8 and Figure 8.

Q12. If the answer is yes, which area has been affected?

Four respondents answered this question. Some of the participants think that the style of the lecturer has become more formal and no longer contains some jokes or funny comments. While some of the participants think that the lecturers become more concerned about the commitment to time and make sure the clarity of the tone of the voice, this may affect the participation of the students as most questions may get delayed to the end of the lecture because of the reluctance of the lecturer to interrupt the lecture Finally, most of the lecturers don't deviate a lot from the content of the lecture. The last participant believes that the quality of the delivery style has improved so that the lecturers will ensure that all the information provided to the student could be accurate and clear.

Q13. Do lecturers inform you that the lecture has been recorded?

Since the lecture recording system is a new system which has been introduced at the University of Sheffield, not all students are aware that lectures will be recorded automatically. Table 9 and Figure 9 showed that more than half of the students reported that most of the lecturers not all of them usually inform them that the lecture will be recorded. Thirty-two percent said that all the lecturers usually inform them, whilst 10% of the students reported that no one have informed them that the lecture was going to be recorded.

3.4. The development and sustainability of the system

Q14. Are you happy with the lecture recording system?

In order to develop the system, this question was asked to investigate whether the students are happy with the recording system or not. Ninety percent of the students seemed to be happy with the system, while the minority was dissatisfied with the current system as shown in Table 10 and Figure 10.

Q15. If the answer is no, what are the areas you want to develop in the lecture recording system?

Five participants expressed their opinions about the lecture recording system. Two of them indicated that the system may affect the participation of students during the lecture, as well as that the system may have some lack of efficiency in terms of sound quality. The third participant added that the system may be used to record some lectures but due to various technical problems, these lectures may not be recorded at all. The fourth participant indicated that the layout of encore should include the title and the number of lectures instead of just writing dates. The last student indicated an issue which was irrelevant to this project.

Q16. Do you support the continuation of the system in the coming years?

The vast majority of the students expressed their support to continue using lecture recording system, while only two of the participants wanted to stop the continuity of the system in the university as has been shown in Table 11 and figure 11.

3.5. Summary

To conclude, the majority of the students reported that the lecture recording system affected the behaviour of the students generally. The effects appeared as less questions and comments during the recorded lecture and prefer to ask questions after the lecture is finished. Also, some of them indicated that this system would affect the students’ attendance. Some of them indicated that their focus had dropped, whilst one student reported that his/her focus had increased. Regarding the behaviour of the staff, the minority of students believed that the behaviour of the staff has changed as less jokes, commitment to time and content, clear voice and improved delivery style were noticed.

Chapter 5: General discussion

The purpose of this project was to investigate the impact of lecture recording systems on the behaviour of the staff and students, and on the delivery styles of the staff of the University of Sheffield. Based on the current outcomes, it is clear that the system could have effect on both staff and student in one way or the other inside the lecture hall generally. This could be interesting for people who are willing to improve the academic environment and obtain the best outcomes of implementing lecture recording systems in lecture halls. Generally, it was important to investigate the views of the staff and the students of the University of Sheffield in order to obtain a broader understanding of their behaviour during recording lectures using a mixed methods approach by performing:

Qualitative study (interviews – staff)

Quantitative study (questionnaire – students)

As interview based approach is considered as one of the most common methods to conduct a qualitative study specifically for small number of participants (Sofaer, 1999), this corresponding research therefore used this method. Questionnaire was used to assess the students’ views regarding the impacts of lecture recording system on the behaviour of the students and the staff. The outcomes of the interviews were very interesting. All the interviewees agreed that the lecture recording system has an impact on the students’behaviour except interviewee A, who said, “There is no change, but it is just a guess, so I don’t have evidence to be sure”. Also, participant A did not notice any change in regard to the preferred time for students to ask questions during or after the lecture, by saying “Well I have certainly noticed both cases of student asking questions during the lecture and also after the lecture. So, I think perhaps most students really don’t mind about that either”. However, the reason why some students usually do not ask or ask rarely might be due to lack of confidence, according to participant A “So, some of them don’t really feel confidant to speak in public so they ask question after that, so they will do that any way with or without the lecture recording system. And those who feel more comfortable for asking questions, so I don’t think that the recording will do a big change to how they behave”. This point was also indicated by participant B, who said ”I think there are many reasons. So, it may be due to their linguistic ability and with their relationship with the people in the class, knowledge of the subject or their confidence with the subject. It may to do with how they used to learn before”. On the other hand, participant C and participant E indicated that students may not prefer to ask questions due to lack of confidence and they do not want to appear less understanding than other students. Interestingly, nearly half of the participated students indicated that they prefer to ask questions after the lecture could be finished while the system is not recording. This appears to be a real issue as students should have the opportunity to express their opinions, ask and answer questions and make mistakes freely in order to learn. For example, participant B supported this idea by saying “I feel, in a classroom space, people should be free to express their ideas and try things out and make mistakes for them to learn. but if you are worrying the whole time that you need the say the right thing so that when someone plays it back they don’t think you are stupid”. Some of the interviewees noticed that the lecture recording system may inhibit student’s participation during the lecture. In addition to, some of them stated that some students may be proud to express their opinions and dominate the conversation and therefore cover other students who are less confident. This was also supported by the students’ answers in which more than 50% do not prefer to answer questions and more than 35% do not prefer to add comments because of recording the lecture. Interestingly, some students stated that they have asked to pause the recording system during the lecture for participating in the process of lecture or adding comments. Interestingly, participant D indicated that he/she would pause the recording system if any of the students would like to ask questions or add comments, by saying “I say to them if you want to ask any questions I will pause the recording and certainly I will pause it at the end, so you can ask questions freely, or if they want to come to the desk and talk because that will be recording very clearly to the system”. On the other hand, only one student expressed clearly that recording lectures has encouraged him/her to ask more questions and add comments. Furthermore, the outcomes of the questionnaire indicated that some of the students have no or only little information about the lecture recording system. The interviewers were asked if they usually inform their students that the lecture is being recorded or not. Some of them stated that they do not inform the students because this is clearly mentioned in the student handbook, which is usually distributed at the beginning of the year, as participant E said “We don’t tell our students at the beginning of every single lecture because there is an expectation that everything is going recording anyway, so we have got information in the student hand book that we are using lecture capture and it might be happening and if you don’t want to be recorded you can go to set in the back”. On the other hand, some of the staff stated that they clearly inform their students about recording the lecture every time, as participant B and participant D said, respectively “For the distance learning students yes, I think I normally say it expressly but also when it is being recorded there is a little red dot on the screen with the software that we use so with that it is more obvious” and “Yes definitely. I think it is very important because if they want to ask questions, so I always say to them this lecture is being recorded I am starting the recording now, I often pause the recording right at the beginning until I have done the little speech to them, then I make a point of showing them I am pressing the button to make the light go red”. The students were asked the same question and the minority reported that lecturers do not inform them that the lecture is being recorded. Consequently, it was important to assess the focus level of the students after implementing the lecture recording system in the university. Therefore, the participated lecturers were directly asked if the students’ focus has changed or not. Most of them indicated that the recording system have affected the level of students’ focus during the given lecture. Some of them stated that some students sleep, busy with their phones or chatting. This can be linked to the outcomes of the questionnaire that some students indicated that the recording system gives the ability to revisit and listen to the lectures as many times they want, which could explain the absence of focus during the given lectures. One of the identified sub-themes was related the effect of the lecture recording system on the lecture attendance of the students. Some of the interviewees have concerns that implementing the system would have an impact on the attendance rate of the students. These findings were in line with other previous studies (Chang, 2007; Gorissen, Van Burggen, & Jochems, 2012; Secker, Bond, & Grussendorf, 2010). Even though there was not a decisive evidence relating the students’ attendance to lecture recording, some educators do not prefer to use these systems as shown in some studies (Engstrand & Hall, 2011; McGarr, 2009). As shown in the questionnaire findings, some students stated clearly that the system may prevent them from attending lectures. This has been also reported in many previous studies (Brotherton & Abowed, 2004; Maynor, Barrickman, Stamatakis, & Elliott, 2013). On the other hand, some of the interviewees have not noticed a change in regard to attendance. This finding has been found in some studies (Hove & Corcoran, 2008; Walls et al., 2010). However, most of the studies that found assessed the relationship between lecture recording and student attendance was conducted by asking the students themselves. Lecture recording system appears to be very useful for non-English speaking and disabled students as indicated by all interviewees, which was also reported in other studies (Williams & Fardon, 2007).Listening to lecture with a foreign language could not be an easy task. There will be a chance of missing some important information and therefore, having the ability to return to recorded lectures would be extremely beneficial for those students. Even though there was not any student who could have mentioned that they would return to the recorded lectures because of their language skills, some of them indicated that they would listen again to the lecture for obtaining missed information. Many studies have indicated that recording lectures would considerably help overseas students to overcome their language limitations (Leadbeater et al., 2013; Nataatmadja & Dyson, 2008). In regard to staff behaviour, participant A and participant B stated clearly that the lecture recording system has not affect them, by saying“I don’t think so, I don’t find that interesting. I don’t think that the system has affected how I behave. So, I don’t think it is” and “I don’t think it is actually has affected me particularly”respectively. However, participant A indicated that the system may affect the behaviour of some staff. In addition, participant C and participant D stated clearly that they are more cautious, and their behaviour would be changed during recorded lectures, by saying“I think perhaps we are a little bit more cautious of some of the things we say” and “I think people would see as I would call right Red Light Syndrome the fact when you know you will be recorded you tend to be more conservative you might not putting joke that you might putting it if you think it is more informal environment” respectively. It was interesting that participant D described the status of being cautious and careful in delivering of lectures by “Red Light Syndrome”. As the system works, a red light is turned on to inform the user that the recording system is ongoing, whiles the green light indicated that the system is switched off. Moreover, one of the participants indicated that avoiding discussing sensitive topics to avoid later circumstances could be another outcome of the utilisation of such a system. In addition to it, some of them mentioned that they are restricted to one place and speak in a good pace and tone to be recorded clearly, as have been said by participant C and participant D respectively “I might be more careful about I mean I tried to be careful any way about talking at nice pace and keep the language clear, I think that even more important for lecture capture” and “I feel I am a little bit more restricted I have to stand at the front because I know if I walk around the audio recording will not work effectively which is changed how I physically used the space at least as well”. Even though the majority of the students believed that the recording system did not affect the staff behaviour, there were some of them indicated that the behaviour of the staff changed clearly. As the recording system starts automatically by the beginning of the lecture, some of the students said that the lecturers became more commitment to attend on-time. Some of them reported that the staff appeared clearly to ensure speaking in a clear tone for recording, where this point was also indicated by the staff during the interviews. Furthermore, some of the students noticed that the staff became more formal and they minimised the amount of jokes and funny comments and focused more on the content of the lecture while the recording system could be ongoing. In addition to this, some of the students indicated that some of the lecturers preferred to delay asking questions till the end of the lecture. Interestingly, some students stated that the staff became more cautious concerning the accuracy of the provided information. Finally, all participants of this research were asked if they had been satisfied with the current recording system and if they had any suggestion. Most of the interviewed staff answered “Yes, they were satisfied”, however each one of them had some concerns or suggestions. While participant B and participant C did not say “Yes or No” to this question, participant B answered the question by mentioning various technical problems with recording and downloading the lectures. This participant suggested that the system could be developed to make a verbal message in addition to the red and green light for indicating that the recording is on or off. Moreover, participant C indicated that the lecturer sometimes pauses the recording for a break or for a discussion and might forget to play the recorder again. This is actually not considered as a problem of the system itself and can be solved by setting a personal reminder. Participant C also suggested it would be useful if the lecturer (he/she) has the ability to play the recorder before or after the lecture. As the lecturer would start few minutes earlier or would extend the lecture a few minutes more after the specified time for the lecture could come to an end, the current system does not provide any opportunity according to the response of Participant C. Interestingly, participant A suggested that the recording system should be utilised only for lectures instead of recording all sessions such as seminars or lab sessions, where less talking is expected. Some of the seminars and most of the laboratory sessions are practical and do not involve long speeches as lectures. Therefore, this suggestion would be considered to increase the efficiency of the system. Furthermore, participant D stated that the system is OK “I think actually as a recording system and how it presents the information for the students it is ok”. This participant reported an interesting point in regard to the shared analytics of lecturers, by saying “The biggest … I have seen is as a system is for teacher and that is in the analytics it provides back to the teacher and letting them know how engage with the recording students of be. The system dose gives that information, but it does not give it in that easy … style, back to the teacher”. Participant D suggested that the system can be enhanced by providing better analytics such as the number of views for each particular lecture in an easy manner. In addition to this, participant E suggested that the university should use the system to capture the different academic activities of the students in order to monitor their engagement and identify students who need more help and assistance.

Regarding the students, 90% of them expressed their satisfaction with the lecture recording system. The rest of the participated students reported that the recording system either prevents them to participate or the quality of some of the recorded lectures was low. This was specifically indicated by two students. In addition to this, one of the students indicated that some lectures were not recorded due to some technical errors which was also an unexpected event. Although the current recording system was recently introduced, regular maintenance services are required to ensure its efficiency. An interesting point was raised by one the students who stated that the recorded lectures are not given clear titles for easy identification. These lectures are only titled with dates, which is not enough to recognise a specific lecture in a swift manner. This suggestion might not require any complex modification in the system to be implemented and seems very reasonable.

Chapter 6: Conclusions

In conclusion, it could be said that the implementation of the lecture recording system in every department of the University of Sheffield was aimed to improve student learning. However, it was important to have different views from the staff and students, which helped to identify some obstacles that needed to be addressed and overcome. The staff gave some important views on the behavioural changes of students during recorded lectures such as the rate of participation, level of focus and asking of questions. Some of them indicated that the system would affect the staff behaviour as well. In addition, they indicated that the recording system can be extremely beneficial to the non-English speaking and disabled students. Students’ views explained the reasons of the behavioural changes of some of the students and also indicated that a change was noticed also with some of the staff. In general, the majority of participants of both sides are happy with the system. However, it needs further improvements. Form the findings of this study, some recommendations could be considered in the future which are as follows:

It would be beneficial if the University offers workshops to train the staff on how to use the system properly. Improvement to the system’s online tools could help the staff to edit the recorded materials prior to sharing the with students. Clear signs or instructions on how the lecture recording system works should be given to students.

Chapter 7: Future work

Some possible future research ideas could be obtained from the findings of this project as have been summarised below:

Conduct a similar study but on a larger scale. Possibly, a study for each individual department by involving more participants to assess the outcomes broadly.

Evaluate the level of the student engagement using the recorded materials and this could add valuable benefits to students’ learning outcomes.

Conduct a survey asking the students if they prefer whether their engagement in lectures could be assessed using recorded lectures.

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