Lecture Capture: first year student nurses’ experiences of a web‑based lecture technology

Abstract

Objectives This exploratory evaluation sought to examine students’ experiences of receiving lectures via a web‑based digital lecture technology, Lecture Capture. Design A descriptive, online survey undertaken during weeks 8‑10 of semester one in May, 2010. Setting An Australian University in Brisbane, South‑East Queensland. Subjects 128 first‑year students enrolled in a Bachelor of Nursing Program. Main outcome measure Student experiences of Lecture Capture measured by a 14‑item survey developed for the evaluation. Results Students largely perceived Lecture Capture to be useful in aiding understanding and learning, both during the course and in preparation for assessment. It particularly helped the two older groups of students (22‑30 & >30 years) understand lectures and revise content at their own pace. Lecture Capture assisted first‑year students in adjusting to university life, and this was most noticeable for the youngest group of respondents (<19 years). On‑line lectures helped students become familiar with the program’s websites and web resources and provided an opportunity to practice note‑taking. With the exception of those aged 22‑30, Lecture Capture was not regarded as a more effective use of time than face‑to‑face lectures. Predominantly, students would have preferred face‑to‑face lectures with optional Lecture Capture, and this was strongest amongst the two older groups. Students overwhelming noted satisfaction when live lectures became available from week four. Conclusions Findings support the use of web‑based digital lecture technology during the initial weeks of university for first‑year Bachelor of Nursing students, but indicate this should be to supplement, rather than replace, traditional face‑to‑face lectures.