Lights, camera, active! Appreciation of active learning predicts positive attitudes towards lecture capture

Nordmann, E. , Clark, A., Spaeth, E. and MacKay, J. R.D. (2021) Lights, camera, active! Appreciation of active learning predicts positive attitudes towards lecture capture. Higher Education, (doi: 10.1007/s10734-020-00674-4) (Early Online Publication)

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Abstract

Much has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively described and focus on the belief that recording lectures will impact on attendance and will reduce interactivity and active learning activities in lectures. However, little work has looked at the relationship between attitudes towards lecture capture and broader conceptions of learning and teaching. In this pre-registered study, we administered the Conceptions of Learning and Teaching scale and a novel lecture capture attitude scale to 159 higher education teachers. We found that appreciation of active learning predicted more positive attitudes towards lecture recordings as an educational support tool, whilst higher teacher-centred scores predicted greater concern about the negative educational impact of recordings. The effects observed were small; however, they are strong evidence against the view that it is instructors who value participatory and active learning that are opposed to lecture capture. Exploratory analyses also suggested that those who did not view recordings as an essential educational resource record fewer of their lectures, highlighting the real-world impact that attitudes can have, and further strengthening the need for staff to be provided with evidence-based guidance upon which to base their teaching practice. Data, analysis code, and the pre-registration are available at https://osf.io/uzs3t/.

Item Type:Articles
Status:Early Online Publication
Refereed:Yes
Glasgow Author(s) Enlighten ID:Nordmann, Dr Emily and Spaeth, Elliott
Authors: Nordmann, E., Clark, A., Spaeth, E., and MacKay, J. R.D.
College/School:College of Science and Engineering > School of Psychology
University Services > Learning and Teaching Services Division
Journal Name:Higher Education
Publisher:Springer
ISSN:0018-1560
ISSN (Online):1573-174X
Published Online:18 January 2021
Copyright Holders:Copyright © 2021 The Authors
First Published:First published in Higher Education 2021
Publisher Policy:Reproduced under a Creative Commons License

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