Leeds Beckett University - City Campus,
Woodhouse Lane,
LS1 3HE
Lecture capture
Although this guide focuses predominantly on lecture capture, the digital tools and systems we have in place can also be used for a range of additional activities. This might include recording student presentations and providing audio or video feedback on students’ work.
Lecture capture has been available at Leeds Beckett University since 2011. Its use has increased in recent years as awareness has grown, yet many more of our students could still benefit from wider and more consistent adoption.
According to Walker et al. (2014), the sector continues to expand its use of lecture capture. This guide aims to help you identify how you might integrate lecture capture effectively within your course delivery.
Recent research from the US, Australia, and the UK highlights the growing adoption and versatile use of lecture capture systems in higher education. These systems are increasingly being used not just to record lectures but for a range of academic purposes, including:
- Revisiting lectures: Students can rewatch lectures to clarify concepts and reinforce learning
- Reflective portfolios or presentations: Capturing student narratives or project presentations digitally
- Guest lectures or one-off sessions: Recording unique or infrequent academic events
- Conference recordings: Preserving conference presentations for later reference
- Screen capture: Recording digital content for teaching or student study use
At Leeds Beckett University, the system supports all of these functionalities, demonstrating that lecture capture encompasses much more than simply recording lectures.
Impact on lecture attendance
A common concern with lecture capture is the potential negative effect on student attendance. However, research suggests otherwise. Toppin (2011) reviewed multiple studies and found that lecture capture does not significantly reduce attendance. Instead, students use recordings to supplement in-person lectures, aiding note-taking and understanding. As Toppin notes, the mismatch between lecture delivery speed (~120 words per minute) and student writing speed (~20 words per minute) places students at a disadvantage, making access to recordings highly beneficial.
Student perceptions and outcomes
Davis et al. (2009) observed that students generally respond positively to lecture capture, perceiving an enhancement in teaching and learning. Anecdotal evidence from Leeds Beckett students supports this:
“5 out of my 6 modules have recorded lectures. I am only in first year, but I managed to get high 2:1s, I put this down to being able to refer back to my lectures.” – Accounting student
Accessibility and inclusive learning
Lecture capture is especially beneficial for students requiring reasonable adjustments, including those with disabilities, non-native English speakers, or students returning to study after a break:
“I was fortunate enough to have my lectures recorded. I suffered from ill health and dyspraxia, so I find it extremely difficult to write and listen simultaneously, which made lectures my worst nightmare.” – Politics student
In summary, while lecture capture supports all students, it is particularly valuable for those who face additional challenges in traditional lecture settings. Its flexibility, inclusivity, and ability to enhance learning make it a key tool in modern higher education.
Our university’s lecture capture system is known as Replay. Recordings can be viewed online via the university's Replay account. Log in with your usual university name and password, and you will be able to access all recordings that have been shared with you or made publicly available.
Recording software and access
Replay uses recording software called Panopto, which is installed in every classroom or lecture theatre PC. You can also access Panopto via the Panopto web application, which allows you to record sessions directly from your browser without installing any software on your personal computer.
Opt-in recording service
Leeds Beckett operates an opt-in service; lecture recordings do not occur automatically and require an intervention by you to make them happen. They can be pre-scheduled by request via the IT Services Self-service portal at selfservice.leedsbeckett.ac.uk or by contacting the IT Service Desk on 22222. Alternatively, you can record a session yourself in any classroom using the Panopto web application through your browser.
The default setup records the desktop screen, slides, and voice. Most teaching spaces now have document cameras installed, which can also be recorded. The system can record video if required, using a webcam or a camcorder connected via an HDMI capture device (available from the Media Loans desks in the libraries).
Sharing recordings with students
The easiest way to share recordings with students is via MyBeckett. Any module can be configured to link with Panopto. Viewing permissions are pulled from Blackboard, ensuring that only students registered on the module can view, and only tutors for the module can create or edit content.
Controlling viewing permissions
As the creator of a recording, you have full control over viewing permissions. You can choose when to make a recording available and with whom. Options include keeping it private to yourself, sharing with individual staff or student members, cohorts via the MyBeckett integration, or even external users.
Recording for teaching and learning
Panopto can also be used to record student assessments or presentations, or short videos for students to view prior to attending a seminar or tutorial; supporting the ‘flipped classroom’ approach
Editing and enhancing recordings
You can pause the recording during the teaching session, or edit it after it has uploaded. Additional features include adding captions and embedding short quizzes to enhance the learning experience.
In addition to Panopto, there are other online tools that can stream a teaching session live and record it, such as Microsoft Teams.
These tools provide an online synchronous lecture environment, allowing staff to conduct webinars or live sessions that can be recorded and shared for later viewing.
This enables students to engage in the session from a variety of locations as long as they have internet access. Students can also post questions or speak during the session if they have a microphone and the feature is enabled.
If you would like to know more about how to use these tools in your teaching, please contact the Centre for Learning & Teaching at clt@leedsbeckett.ac.uk. More information about the systems can be found on the Teaching and Learning resource site.
Jisc's legal considerations for recording lectures guide clarifies the legal aspects of recording lectures at UK further and higher education institutions.
If you would like more information on how lecture capture can support students who require reasonable adjustment please contact Disability Advice (staff webpage).
- Andrews, C.J.; Brown, R.C.; Harrison, C.K.W.; Read, D.; Roach, P.L. (2013). Lecture capture: Early lessons learned and experiences shared. New Directions: 6, 56-60
- Brady, M.; Wong, R.; Newton, G. Characterization of Catch-Up Behavior: Accession of Lecture Capture Videos Following Student Absenteeism. Educ. Sci. 2013, 3, 344-358
- Davis, S.; Connolly, A.; Linfield, E. Engineering Education, Volume 4, Issue 2 (2009), pp. 4-13 Lecture capture: making the most of face-to-face learning
- Toppin, I.N. Video lecture capture (VLC) system: A comparison of student versus faculty perceptions. Educ. Inf. Technol. 2011, 16, 383–393
- Walker, R.; Voce J.; Nicholls, J.; Swift, E.; Ahmed, J.; Horrigan, S.; Vincent P. (2014). 2014 Survey of Technology Enhanced Learning for higher education in the UK. Universities and Colleges Information Systems Association, Oxford, UK.
- Unless otherwise stated this Digital Pedagogy Guide by Leeds Beckett University is licenced under a Creative Commons Attribution-Non Commercial 4.0 International Licence.
