Lecture Capture in Finnish High Schools: Teachers’ Perspectives

Abstract

The introduction of lecture capture technology has had a significant impact on teaching practices and forced
teachers to rethink how lessons are delivered and experienced. While its use is widely examined in higher education context,
its role in secondary education, particularly in high schools, has received less attention. Teachers are at the heart of how
lecture capture becomes part of everyday classroom practice. As they work to integrate the technology into their teaching,
many find themselves navigating a tricky balance between their educational goals and the demands that technology can
bring. Some worry that using lecture capture might lead to less interaction with students, a loss of spontaneity during lessons,
or even a shift in their role from being a responsive educator to feeling more like a performer in front of a camera.
Nonetheless, teachers acknowledge the potential of lecture capture to support differentiated and self-paced learning. This
study explores Finnish high school teachers’ perspectives on lecture capture through interviews with eight STEM teachers.
The study also includes a longitudinal dimension, as two teachers were interviewed in 2012 and 2017, and their legacy
regarding lecture capture in the case high school was frequently referenced in the 2022 interviews. This long-term
perspective reveals that teachers consistently view lecture capture as a student-centred service. They are generally willing
to produce recordings to support student learning, even though it demands additional effort. Editing and distributing
materials is time-consuming and only partially supported financially by school administration. As a result, the use of lecture
capture rely heavily on the individual commitment of teachers. Furthermore, the interviews highlight a need for formal
training that addresses both the pedagogical and technical aspects of lecture capture. While schools may benefit
reputationally from offering recorded content, the responsibility for implementing and maintaining the system often falls on
individual teachers without adequate institutional backing or financial compensation. These findings highlight the
importance of recognizing teachers’ perspectives in the development and implementation of lecture capture practices in
secondary education. If the technology is to enhance rather than burden teaching, greater institutional support, sustainable
practices, and subject-specific professional development are essential.