Journal of Academic Development and Education JADE Issue 10 | Page 108

108 | JADE
HIGHLIGHT #2 | 109
LAURA M. HANCOCK, GRAEME R. JONES, & DANIELA PLANA
Students were specifically asked whether they found the captions
useful, with an overwhelming majority being in favour, as shown in
Figure 2. Although we initially introduced subtitles thinking mainly
of students whose native tongue was not English, particularly those
on the joint programme, it is clear from the students’ responses
that they were useful to most students, independent of language
barriers; less than half of the students responding being non-native
English speakers (purple bar in graph), whilst over 80% found
subtitles helpful. A range of reasons were provided, from aiding the
“clear understanding of terminology” to allowing them to “pause
the video to write notes”, with captions found particularly useful in
environments where the students could not have the volume on (e.g.
in the library) or, in contrast, were there was a lot of background
noise.
Summary
With the help of students we have created a new learning resource,
Lecture Highlights, from lecture capture recordings, which included
the following features: clear topic titles for ease of searching, short
length (5–10 mins), accompanying edited lecture notes, a final “you
should now be able to…” slide and English captions.
Student feedback has been generally positive, describing Lecture
Highlights as “the vital information of the lecture but extracted
and shortened for a quick review when you need to be reminded
of key concepts”, mentioning that they are “concise and easy to
understand”. Although students from both cohorts (Keele cohort and
Joint cohort) used the resources, we believe that better signposting
could have increased take-up.
Acknowledgements
Asma Kabiri and Sam Goodwin for the production of Lecture
Highlights and third year Keele Chemistry students (2017/2018) for
completion of questionnaires.
References
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LECTURE HIGHLIGHTS: REPURPOSING LECTURE CAPTURE
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