What is it?

Re:View is the University of Bath's lecture capture system (also known as Panopto). It allows staff to record lectures and other activities in General Teaching Accommodation (GTA) rooms, as well as in some other teaching rooms across the campus. As well as having all GTA rooms lecture capture enabled, staff can also pre-record content from their desktop PCs and capture video from their mobile devices and tablets.

A student introduction to the benefits of lecture capture

How might I use it?

There are several ways that Re:View can be used at the University of Bath.

Lecture capture

The University of Bath offers an opt-in lecture capture policy which allows Unit Convenors to schedule recordings through the booking tool. Once the lecture has been recorded, it will be scheduled for general release one day after capture (although you can release it at a different time if you wish).

Students can access the recordings in Re:View. The Bath Baseline encourages the use of video and other multimedia in teaching. Lecture recordings can also be edited and enhanced with other media, such as quizzes, captions, web links and Xerte objects. Staff can view data about their recordings to give them insights about how they are being used by students. As noted in the Bath Baseline, Re:View can be used as a tool to increase accessibility by providing recordings for students with learning needs.

Pre-recorded content

The desktop software (for PC and MAC) is both available for installation on your computer workstation, or for download onto your own personal devices. Using the software to edit recordings and to record your own content is simple. Similarly, the Panopto app is available for mobile devices and tablets. On the iOS version of the app, you can record content using the app (an internet connection is needed); and on both the iOS and Android version of the app, you can upload content to Panopto. This is particularly useful for recording away from campus, on location (such as Science labs and sports pitches) and at conferences. These approaches allow you to ‘flip the classroom’ by asking students to view and engage with recorded material before a lecture. As encouraged in the Bath Blend Baseline, technology such as this could also be used for feedback by lecturers or indeed for student video assignments.

Student assignments

Students are able to upload video files to Re:View. It is possible for a lecturer to set up an assignment folder to which students have access. This opens up the possibility of setting video assignments and allowing students to make presentations away from the traditional set-up of a teaching room on campus. Benefits for the lecturer include being able to re-watch and pause the presentation for moderation purposes, and bypassing the need to book rooms.


How do I prepare students to use it effectively?

Students may need guidance from staff about using Re:View effectively; it may be the first time they have had recorded content made available in such a way during their education. It is important that students attend live lectures as the recordings are there to supplement them. It may be that their note-taking habits change – students may make fewer notes during the lecture and then add to them using the recording afterwards. In fact, it is unlikely that students will watch back whole lectures, instead preferring to use recordings to clarify key points and as revision aid around exam periods.

What are the pros & cons?

  • It can make learning accessible to students with learning difficulties, disabilities, or English as an additional language. A recorded lecture may be a ‘reasonable adjustment’ under the Equality Act (2010).
  • Lecture capture enables students to clarify key points from lectures and enhance their note-taking.
  • Students may use lecture capture for revision.
  • Students can view recordings wherever they have an internet connection.
  • Staff can ‘flip the classroom’ and create content in locations aside from traditional lectures.
  • Staff can edit lecture footage and enhance it with other media such as quizzes.
  • Staff can view statistics about how students are engaging with recorded content.
  • Attendance at lectures may drop if students know that the lecture will be recorded (although most evidence seems to suggest that the effect of lecture capture on attendance is negligible).
  • Staff need to be aware of what exactly is being recorded, and who can access it.
  • There may be copyright issues if staff are using other media in their lecture (please see our advice on copyright implications for lecture capture).
  • Students and staff may be concerned about taking part in discussions or asking questions if they are being recorded (you can, however, pause recordings and/or edit them afterwards).
  • There may be an additional amount of time invested and technical proficiency needed to produce desktop or mobile recordings for ‘flipped classroom’ delivery.

Case studies

Dr Steve Cayzer, Department of Mechanical Engineering, University of Bath discusses assessment of student presentations using lecture capture.

Dr Christopher Pudney, Department of Biology and Biochemistry, University of Bath discusses lecture capture.

Annabel Cartwright, School of Physics and Astronomy, Cardiff University discusses embedding lecture capture within a module.

Further reading

Detailed guidance on considerations for using lecture recording in teaching and learning at the University of Bath.


Bollmeier, S.G., Wenger, P.J., Forinash, A.B., 2010. Impact of Online Lecture-capture on Student Outcomes in a Therapeutics Course. Am J Pharm Educ 74, 127.

Chandra, S., 2011. Experiences in Personal Lecture Video Capture. IEEE Transactions on Learning Technologies 4, 261–274.

Dona, K.L., Gregory, J., Pechenkina, E., 2017. Lecture-recording technology in higher education: Exploring lecturer and student views across the disciplines. Australasian Journal of Educational Technology 33.

Edwards, M.R., Clinton, M.E., 2018. A study exploring the impact of lecture capture availability and lecture capture usage on student attendance and attainment. High Educ.

JIPFHE.ISSUE-9.1-Winter-2017.pdf, n.d.

Lowe, T., Mestel, B., Williams, G., 2016. Perceptions of online tutorials for distance learning in mathematics and computing. 1 24. 

Nordmann, E., Kuepper-Tetzel, C.E., Robson, L., Phillipson, S., Lipan, G., Mcgeorge, P., n.d. Lecture capture: Practical recommendations for students and lecturers. 

Nordmann, Emily ; Calder, Colin ; Bishop, Paul ; Irwin, Amy ; Comber, Darren., Turn up, tune in, don’t drop out: the relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study Higher Education, Nov 2018, pp.1-20

Witton, G., 2017. The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement. British Journal of Educational Technology 48, 1010–1019. 


  • Learning environments
  • Learning Resources
  • Engaging Learners


Staff Guidance

Student Guidance

Video Tutorials

Copyright information

Bath Blend Baseline

UK Professional Skills Framework


For advice on using Re:View to enhance learning, teaching and assessment contact the TEL team: tel@bath.ac.uk

For technical support contact the AV team through Top Desk