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We describe an automatic classroom capture system that detects and records significant (stable) points in lectures by sampling and analyzing a sequence of screen capture frames from a PC used for presentations, application demonstrations, etc. The system uses visual inspection techniques to scan the screen capture stream to identify points to store. Unlike systems that only detect and store slide presentation transitions, this system detects and stores significant frames in any style of computer‐based lecture using any program. The system is transparent to the lecturer and requires no software or training. It has been tested extensively on lectures with multiple applications and pen‐based annotations and has successfully identified “significant” frames (frames that represent stable events such as a new slide, bullet, figure, inked comment, drawing, code entry, application entry etc.). The system can analyze over 20000 frames and typically identifies and stores about 100 significant frames within minutes of the end of a lecture. A time stamp for each saved frame is recorded and will in the future be used to compile these frames into a jMANIC multimedia record of the class.

This study aims to investigate the effectiveness of a theory-driven realist evaluative research approach to better understand complex technology implementations in organizations.

An institution wide e-learning implementation of lecture capture (LC), within a UK University, was chosen, and a realist evaluation framework was used, tailored for educational technology. The research was conducted over four, increasingly focused, evaluation cycles combining engagement analytics, user interviews and theory to refine what works (or does not work), for whom, in which contexts and why.

Despite explicit demand and corresponding investment, overall student engagement is lower than expected. Increased student use appears linked to particular staff attitudes and behaviours and not to specific disciplines or course content. The main benefits of LC are providing reassurance to the majority, aiding revision and understanding for the many and enabling catch-up for the few. Recommendations for future research are based on some unexpected outcomes uncovered, including evolving detrimental student behaviours, policy development based on technological determinism and future learner-centred system development for next-generation LC technologies.

The realist approach taken, and evaluation framework used, can be adopted (and adapted) for future evaluative research. Domain specific reference models, categorizing people and technology, supported analysis across multiple contexts.

This study responds to a call for more theory-based research in the field of educational technology. The authors demonstrate that a theory-driven approach provides real and practical recommendations for institutions and allows for greater insight into the political, economic and social complexity of technology implementation.

Adoption of latest technological advancements (e.g. lecture capture system) is a hallmark of market-driven private universities. Among many other distinguishing features, lecture capture system (LCS) is the one which is being offered to enhance the flexibility of learning environment for attracting executive business students. Majority of foreign universities are offering the facility of LCS to their students in offshore campuses established in Malaysia. Yet, very little is known about perception and behaviour of executive business students towards acceptance and use of this facility. Therefore, to bridge the identified gap in academic literature, this study is an effort to explore the causal relationship between existing constructs of extended unified theory of acceptance and use of technology (UTAUT2), personal innovativeness (PI), intention and use behaviour (UB) towards LCS. Moreover, this study is aimed to extend the UTAUT2 by introducing a new variable, namely, PI in the domain of information technology (IT) (PIIT).

SmartPLS-3.2.6 was used for data analysis and all PLS-related calculations. For this purpose, a self-administered questionnaire was designed to collect data regarding acceptance and UB towards LCS. A sample size of 481 responses from executive business students, who were enrolled in offshore campuses of five selected foreign universities in Malaysia, was used for testing the proposed theoretical model.

The results of structural equation modelling (SEM) revealed that, performance expectancy, effort expectancy, social influence, facilitating conditions, price value, hedonic motivation, habit and PIIT have a significant and positive influence on acceptance and use of LCS among executive business students. Unique to this study is that, findings of this study have highlighted PIIT as an important factor that affects intention and UB towards LCS among executive business students.

By validating and extending the UTAUT2, the findings of this study provide a number of practical implications along with a comprehensive, robust and useful framework for universities to successfully implement technological advancements, such as LCS, to enhance overall learning outcomes.

By investigating the factors determining acceptance and use of LCS among executive business students, using a partial least square (PLS)-based SEM approach, this study makes a sizeable theoretical, methodological and contextual contribution to the overall body of knowledge.

This paper aims to describe the principles underlying the successful implementation of a lecture recording service in higher education.

The paper qualitatively reviews the practices and experiences of several years of automated lecture recording at a medium-sized university in Germany.

The paper concludes that there are several principles that should be followed to successfully implement lecture recordings in higher education.

The principles described in this paper can serve as recommendations for other universities that would like to establish or optimize their own lecture recording service.

The value of the paper lies mainly in the great amount of experience in successfully running a lecture recording service on which the principles and recommendations are based.

The purpose of this paper is to introduce the Opencast Community, a global community of individuals, institutions, and commercial stakeholders exchanging knowledge about all matters relevant in the context of academic video and promoting projects in this context. It also gives an overview of the most prominent of these projects, Opencast Matterhorn – a community‐driven open source solution for producing, managing, and distributing academic video.

The paper will demonstrate that Opencast Matterhorn is satisfying institutional needs to manage audiovisual content more efficiently as video is becoming a significant resource in research and education. Furthermore, the paper highlights that Opencast Matterhorn as a product and as a project is open for contributions from the research community and provides an excellent environment for the integration of research results from media analysis, multimedia authoring, search technologies, and other related fields.

Opencast Matterhorn provides a scalable open source solution for universities to manage academic video. Its service‐oriented architecture makes it customizable to institutional needs and open for contributions from users as well as media research.

The paper provides an insight to the idea of Opencast, the Opencast Community, and Opencast Matterhorn – and how they will help academic institutions to better manage and exploit the full richness of educational video.

This study aims to explain the factors affecting students’ acceptance and usage of a lecture capture system (LCS) – ReWIND – in a Malaysian university based on the extended unified theory of acceptance and use of technology (UTAUT2) model. Technological advances have become an important feature of universities’ plans to improve the flexibility and accessibility in a learning and teaching environment. For private universities, which are market-driven, it is vital to assess if these technologies influence the perceptions and behaviour of their target beneficiaries.

The study is designed using a causal research design to examine the cause–effect relationship between the study variables. The study sample consists of 398 students selected via purposive sampling. Data are collected using a five-point Likert scale covering UTAUT2’s factors and variables featuring ReWIND’s acceptance and usage. Partial least squares-based structural equation modelling is used to analyse the data.

The findings show that performance expectancy, effort expectancy, social influence, facilitating conditions, price–value, hedonic motivation and habit have significant influence on students’ acceptance and usage of ReWIND.

This research examines the factors affecting students’ acceptance and usage of ReWIND in a Malaysian university. The main limitation of this study is that it focuses only on the factors highlighted in the UTAUT2 model.

The results provide a useful framework to the universities for the successful implementation of student-friendly technologies such as ReWIND to enhance their learning experience.

Responding to the need of studies validating the UTAUT2 model in the adoption and use of different technologies, this study contributes to the literature by extending the UTAUT2 into the context of LCS at a private university in a developing country.

A key role of the external examiner is to review student work submitted for assessment plus the feedback and grading undertaken on that work by academic staff. The aim of this is to ensure equitability between the assessments of individual students’ achievement and consistency and comparability across courses throughout the program and with commensurate study levels and programs at other institutions, whilst safeguarding academic standards. The variety of assessment-types that an external examiner may review can be diverse. When the primary focus of the work being assessed is tangible, such as with written examinations or assignments, external examiners are able to view student achievements and assessor actions through a lens comparable to that of the original assessors. However, this process cannot adequately capture assessment-types where the only evidence is proxies to the original achievement. In this chapter, the authors explore the concept of authentic assessments, the benefits of incorporating them within study programs, identify challenges pertaining to their presence to holistic quality assurance (QA) processes in general, and the role of the external examiner in particular. The authors will demonstrate how adopting non-intrusive technologies for recording and verifying authentic assessment practices can strengthen the QA process for the benefit of all stakeholders. For illustration, a case study is employed to demonstrate how these challenges have been tackled regarding performance-based authentic assessments at an institution in Norway. The chapter concludes with a summary plus a call to arms for further research into how quality and consistency can be assured when authentic assessments are employed.

Because student viewership of video lectures serves as an important aspect of e-learning environments, video lectures should be delivered in a way that enhances the learning experience. The delivery of video lectures through diverse forms of media is a useful approach, which may have an effect on student learning, satisfaction, engagement and interest (LSEI), as well as future behavioral intentions (FBI). Furthermore, research has shown the value that LSEI has on learner achievement within online courses, as well as its value in regards to student intention to continue learning in such courses. The purpose of this study is to investigate the relationships between media diversity, LSEI and FBI in hopes of enhancing the e-learning experience.

This study surveyed a group of students (n = 88) who participated in cyber university classes in South Korea to investigate the correlations between media diversity and lecture viewership, effects of lecture viewership on LSEI and FBI, effects of media diversity on LSEI and FBI as well as the correlation between LSEI and FBI.

Results show no relationship between media diversity and viewership. Both lecture viewership and media diversity were positively correlated with LSEI. However, neither media diversity nor viewership was positively correlated with FBI. Finally, LSEI was positively correlated with FBI.

This paper looks at how video lectures affect LSEI. Past research has generally looked at learning, satisfaction, engagement and interest as separate entities that are affected by instructional aspects of online learning. Because of their interrelationships with each other, this study combines them as one construct, making a stronger case for their combined association.

The purpose of this paper is to share lessons already learned and work currently in progress from one higher education institution’s experiences of developing several flexible and technology-enhanced active learning spaces. It further proposes that the potential of such spaces can be more fully realised through the enactment of programmes of digital literacy development amongst their users.

In identifying a convergence of profound challenges facing higher education and proposing that innovations in physical learning spaces are one approach to addressing such challenges, the paper examines a number of institutional policies and initiatives for rethinking and redesigning several physical classroom environments. It sets internal findings and position statements amidst a broader context of relevant field literature.

The paper provides insights from several years of experience in higher education learning space development, including the benefits of iterative experimentation, the consultative role of a multi-stakeholder specialist group, the challenges of balancing pedagogic need with often conflicting institutional requirements and the value of varied programmes of staff development.

This paper’s insights will be of value to individuals and institutions engaged in reconsidering their provision of physical classroom spaces in higher education and to those promoting the effective use of learning spaces in the digital university.

Prior to March 4th, 2020 only a handful of MIT courses had ever been delivered exclusively online. The purpose of this paper is to detail how over a 25-day period (March 4th-March 30th) approximately 1,250 spring term courses transitioned to being remote online offerings in response to the COVID-19 pandemic. Throughout that time five groups on MIT's campus – the Office of Open Learning (OL), the Office of the Vice Chancellor (OVC), including in particular the Teaching + Learning Lab (TLL), Information Systems and Technology (IS&T) and Sloan Technology Services (STS) - were primarily responsible for supporting the transition of residential courses to remote online delivery.

Together these groups were able to engage in new communication processes and collaborations, initially established by the university's Academic Continuity working group, to address three: support all faculty and instructors in transforming residential courses to remote online instruction, support all students in transitioning to remote online learning, and support teaching assistants as they transitioned to online instruction.

This paper describes the organizational structure (both distributed and centralized) that allowed for such collaborations. Critical decisions made by the group are described and connected with the key goals they addressed. Finally, examples of specific tools and supports that were implemented during the transition period are highlighted.

Certain factors existed to allow MIT to make such a massive instructional transition (e.g. scaled lecture capture capabilities, members of the digital learning lab embedded within a number of departments and an extensive library of previously created open and free online resources), the overarching process and decisions presented within are likely to resonate across institutions. The potential impact of these changes and future community opportunities are also discussed.