REPLAY Benefits

Recording live lectures, or pre-recording content which can be viewed by students on or off campus from a variety of desktop and mobile devices, has many educational benefits. Although lecture capture is designed to enhance student learning, studies show that academic staff can also benefit from engaging with this learning technology.

We’ve collated just a few of the benefits that lecture capture can bring, including findings reported in studies from the wider academic community.

Benefits for Students

Catching up with lectures
Lecture capture ensures students who are unable to attend lectures, for example due to illness or family commitments, are able to review key parts of their course, reducing their chances of falling behind.

Note taking
Having 24/7 access to recordings means that students don’t have to scribble frantically during lectures, but instead are free to listen more deeply, contribute more, and make more concise notes (Newland et al., 2010; Engstrand and Hall, 2011).

Improved understanding
Lecture capture allows students to recap complex or new ideas visually and verbally, over and over again. Studies show that students feel lecture capture improves their learning (Bird, 2014).

Making learning accessible
Lecture capture is a significant help to students with learning difficulties, including those who choose not to declare their disability, by enabling them to control the volume, pace and screen size of presentations.

Findings suggest that lecture capture also helps to overcome language barriers, allowing students to replay sections to understand contexts and terminology (Bell et al., 2007; Robson and Greensmith, 2009; Engstrand and Hall, 2011).

Students can quickly jump to parts topics covered in an entire module to refresh their knowledge before exams. Studies looking at usage patterns for lecture capture systems report that access to recordings often peak before exams (White, 2009).

Benefits for Staff

Academic staff are able to monitor which parts of their recordings are viewed most heavily. These analytics can be a useful tool to help course teams identify where further explanation or guidance may be required, or how to allocate time for subsequent cohorts on a module.

Staff can also monitor engagement with lecture capture, alongside other technologies such as the VLE, to help spot trends and potentially identify students at risk. This may therefore have a positive impact on student attainment and lead to improved retention.

Improve understanding
Academics can create short recap presentations of the most commonly misunderstood topics, saving time in face-to-face lectures, reducing the need to cover the same misconceptions via email or tutorials, and therefore positively respond to student needs (Pinder-Grover et al., 2011).

Flipping the classroom
Lecturers can take a ‘flipped classroom’ approach to teaching, making supplementary content available before lectures, and instead focussing contact time on participatory activities. Some successes have been reported where academics pre-record the more didactic parts of their lecture and use class time for more interactive discussion and activities (Pinder-Grover et al., 2011; QMUL 2014).

Share expert knowledge
With permission, academic staff can use Replay to capture lectures delivered by external experts, providing these to future cohorts or students on other degree programmes.

Create rich content
Lecture capture is seamless and provides a new, simple way for academics to create content for online or distance programmes, without spending hours sitting in training sessions. Students then have the flexibility to watch recordings from any location, whenever they like, giving them even greater control over their learning.

Share best practice
Academic staff can choose to open up viewing permissions more widely, perhaps to share best practice with colleagues without disturbing lessons. Recordings could even be distributed further afield, to students or colleagues outside the institution, opening up new networking or research opportunities, promoting University programmes and the expertise of its staff. 


Bell, T., Cockburn, A., Wingkvist, A., and Green, R. (2007) Podcasts as a supplement in tertiary education: an experiment with two Computer Science courses. In Proceedings of Conference on Mobile Learning Technologies and Applications 2007. (pp. 70–77). Auckland, New Zealand. [Online] Available from: [accessed 18 August 2014]

Bird, T. (2014) Reflections on Student Views of Lecture Capture. [Online] Available from: [accessed 18 August 2014]

Engstrand, S. and Hall, S. (2011) The use of streamed lecture recordings: Patterns of use, student experience and effect on learning outcomes. Practitioner Research in Higher Education. Vol. 5, No. 1: 9-15. [Online] Available from: [accessed 18 August 2014]

Newland, B., Dickson, C. and Galling, T. (2010) Enhancing the Student Learning Experience with Captured Lectures. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010. (pp. 1826-1834). Chesapeake, VA: AACE

Pinder-Grover, T., Green, K., and Millunchick, J. (2011) The efficacy of screencasts to address the diverse academic needs of students in a large lecture course. Advances In Engineering Education. Vol. 2, No. 3: 1-28

QMUL. (2014) Law lecturer turns his lecture material into podcasts. [Online] Available from: [accessed 18 August 2014]

Robson, N. and Greensmith, J. (2009) Educational podcasts: some early evidence and thoughts. The International Journal of Management Education. Vol. 8, No. 3: 107-117

White, B.T. (2009) Analysis of Students' Downloading of Online Audio Lecture Recordings in a Large Biology Lecture Course. Journal of College Science Teaching. Vol. 38, No. 3: 23-27. [Online] Available from: [accessed 18 August 2014]