Table 3.

Current trends and future directions in lecture capture research in higher education.

	Dominant Research Trends	Future Research Directions
Objective 1: Contexts	•Country: US, UK, Australia •Sample: Undergraduate students •Discipline: Biological Sciences, Business/Economics/Management	•Research on under-investigated countries, samples and disciplines •Comparison of data from multiple institutions •Cross-country and cross-cultural study •Jointly understanding the views of students and instructors
Objective 2: Methods	•Mixed methods •Surveys and tracking student-specific data •Correlational research •Exploratory research	•Causative research (e.g., experiments) •Big data analyses •Interviews and screencast videography •Longitudinal study •Theory-driven research
Objective 3: Overarching Steams in the Literature	•Positive association with learning but negative association with attendance •Benefits of lecture capture seem to outnumber its drawbacks •The assumption among most students is that lecture capture is helpful for learning, and among staff is that it takes a toll on attendance •Lecture capture seems to work well if students use it as a supplementary resource—rather than an alternative—to live lectures	•Close and differentiated replication •Comparing students watching on laptops versus mobile devices •Comparing usage between lower-achieving and higher-achieving students •Comparing usage between frequent attendees and non-frequent attendees in face-to-face lectures •Research on instructors' personality, lecturing style, and teaching performance with and without lecture capture •Comparing junior and senior academics as instructors when using lecture capture •Reconciliation of students' perception of lecture capture, instructors' perception of lecture capture, and the reality of lecture capture

Note. For all future research, scholars are encouraged to provide as much contextual details as possible. Such factors including the likes of duration of lecture recordings, number of lectures recorded, availability of lecture capture, year of study for undergraduate students, availability of captions in the recordings, etc. Can even be used as potential moderating variables.