Dr. Bill Havice and Dr. Pamela Havice of Clemson University have been studying the impact of lecture capture via Mediasite on student learning since 2003. In the educational technology world, that's a very long time.

Last month, they visited our Madison headquarters to present the findings of their latest research in one a live webinar, part of our ongoing Best Practice Webinar Series. Their presentation, "The Impact of Rich Media Presentations on a Distributed Learning Environment: Engagement and Satisfaction of Undergraduate Students," attracted over 200 live attendees, and has been viewed by 3x over that in the three weeks since it aired.

Here's a summary with the top-line results, and you can get all the details in the webinar on-demand here.

For today's students, technology is not an option

For today’s tech-savvy students, “technology is an extension of their body.” According to Drs. Bill and Pamela Havice, pioneers in the use and evaluation of educational technologies, “They are not intimidated by multimedia experiences. Technology has become the catalyst for the 21st century learning environment.”

Asynchronous, mini-lecture webcasts supplement synchronous, in-class instruction

The recent research project examined how Mediasite lecture capture—as part of a distributed learning environment that included Blackboard course management, e-mail, two-way videoconferencing and traditional face to face instruction—affected a dozen university undergraduates in terms of learning, class satisfaction and engagement. Surveyed students used five- to 10-minute webcasts as mini-lectures to supplement their actual course time with professors. The course was designed to integrate online chat (asynchronous) and face-to-face discussion with professors (synchronous).

Students find lecture capture valuable, engaging, equally effective traditional face-to-face delivery

The Havice's documented both quantitative and qualitative survey results. Three themes emerged from the qualitative analysis: the effect of a non-traditional classroom setting; technical instruction; and student interaction and engagement.

Survey results were positive, with:

  • 100% of the respondents feeling “streaming rich media presentations were valuable and effective.”
  • More than 70% responded that “delivery of content was as effective as traditional face-to-face delivery.”
  • 86% would not have preferred access to just the audio portion of the presentation, preferring both the audio, video and PowerPoint slides.
  • Students believed they had more control over the learning experience, accessing material whenever and wherever they wanted, and even multi-tasking while doing so.
  • 100% of the students felt more engaged in the subject, recommended using lecture capture for future courses and thought it helped them use face time with professors more effectively.

Ongoing study of the impact of lecture capture on learning

We've now added this entry to our new ebook, "Third Party Research - Lecture Capture: Evaluating the Impact of Mediasite Lecture Capture on Retention, Recruitment and Student Satisfaction." It summarizes over five years of studies from schools across the U.S. who conducted their own independent research projects to measure how Mediasite moved the needle for their students.

If you're using Mediasite and have completed similar research on the impact of lecture capture on the student experience, let us know - we'd love to hear about your results. Or if you'd like to do a similar study at your college or university, let us know that too. Many members of the Mediasite User Group have made their survey instruments and analysis available to share, and we're happy to put them in touch with you.