Lecture Capture in Higher Education

Summary of findings

This is a summarized list of the findings and themes that stood out during analysis. They do not follow the order of the questions in the survey and are not based on any specific framework or analytical approach. For details, please see the Full Results page.

There were 39 respondents, but not everyone responded to every question.

The respondents included instructional and IT support staff and administrators at all levels generally from 4-year public and private universities.


  • Echo 365 and Panopto are the most frequently used lecture capture systems, but Adobe Connect also has several users.
  • The computer screen and the instructor feed are most commonly captured (89% and 79%, respectively). However, some also capture the document camera, the whiteboard, and the graphics pen tablet (53%, 39%, and 32%, respectively).
  • Almost everyone (97%) report that they support their recordings with additional course materials in an LMS, while many also use web conferencing to deliver lectures and hold office hours. A sizeable portion of respondents also use online textbooks and publisher sites in their course delivery. Only 18% use lecture capture as the primary means of course delivery.
  • The majority of respondents use full class recordings of an hour or more, while around half also use short segments of 20 minutes or less.
  • The majority of the respondents seem to indicate a campus wide use of lecture capture for the following purposes:
    • Review of in-class lectures
    • Training and advising
    • Student presentations (students use the technology to create their presentations/demos/assignments)
    • Live streaming of seminars and on-site hosting of conferences for remote students and audiences.
  • The size of the support units ranged from 1 person to 150+ people spread across campus.
  • Between the institutions that responded there was a wide range for the number of courses that used lecture capture – as few as 1-2 to a 1000 and more, if one takes into account non-traditional uses.
  • Although the numbers show that a majority (77%) provide full IT support for their lecture capture systems, a closer look at the comments indicates there is a general tendency toward making faculty more self-reliant by providing them support when requested, or providing them with fully equipped and automated rooms, personal capture solutions and/or training.
  • The majority of respondents indicated that their faculty and students seemed satisfied with their lecture capture setups.
    • However, it seemed that the knowledge about student satisfaction was more anecdotal than formal.
    • Other observations include:
      • For people satisfied with the setup, there were quite a few users of Echo 360 and Panopto.
      • Panopto seemed to rise above the rest for its promptness and quality of service. Mediasite got mixed ratings in this respect.
      • There seems to be an awareness of the need to get the lectures captioned.
      • Along with automated lecture capture technology, there seems to be a rise in old ways of doing things – manual (human) recording of events continues and seem to be preferred, especially in the face of rising costs of lecture capture technology.
  • The top 5 challenges concerning faculty support can be summarized as follows:
    • Training faculty to use the technology – turn on the mic, no recording of white board, do not change settings, take time to learn the technology.
    • Funding and support
    • Ensuring best practices
    • Captioning
    • IP concerns
  • Efforts to address these challenges were related to:


  • Keep mic on all the time
  • Use of media asset management systems, like Kaltura
  • Admins trained to check settings for rooms
  • Disable download of recordings as default setting (addressed IP concerns)


  • Create user groups around technologies
  • Promote communication among instructors using a particular room
  • Training of faculty by instructional design teams on the use of technology and best practices
  • More human support and less focus on licensing
  • Collaborate with faculty centers for training
  • Use data from students to change faculty behavior and increase buy-in


  • Work with college and departmental leadership to address the challenges