Lecture capture in higher education: time to learn from the learners

Nordmann, E. and McGeorge, P. (2018) Lecture capture in higher education: time to learn from the learners. PsyArXiv, (doi: 10.31234/osf.io/ux29v) (Unpublished)

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In this review we consider the evidence concerning the impact of student access to lecture recordings. Overwhelmingly, students perceive having access to recordings as enhancing their experience and providing a flexible resource to aid their studies, deal with competing demands, and reduce anxiety. Research to date has largely focused on a binary question concerned with attendance and not the rich pedagogic tapestry revealed by the student data. There is no systematic evidence to suggest that access to recordings alone significantly impacts attendance and the impact of access to recordings on performance is related to a range of individual student characteristics such as level of study, ability, and approaches to learning. We argue that situating research in broader conceptual frameworks of student learning will prove a more fruitful approach to opening potential avenues of future research based, for example, around concepts of deep processing and distributed practice. Finally, we provide an overview of current institutional lecture capture policies and present, as a ‘starter for 10’, recommendations for guidance to support students, staff, and policy writers.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Nordmann, Dr Emily
Authors: Nordmann, E., and McGeorge, P.
College/School:College of Science and Engineering > School of Psychology
Journal Name:PsyArXiv
Copyright Holders:Copyright © 2018 The Authors
Publisher Policy:Reproduced under a Creative Commons License

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