I can be a “normal” student: the role of lecture capture in supporting disabled and neurodivergent students’ participation in higher education

Horlin, C. , Hronska, B. and Nordmann, E. (2024) I can be a “normal” student: the role of lecture capture in supporting disabled and neurodivergent students’ participation in higher education. Higher Education, (doi: 10.1007/s10734-024-01201-5) (Early Online Publication)

Abstract

After the return to on-campus teaching post-Covid, reports of student disengagement and low attendance are common and anxieties over the relationship between lecture recordings and attendance have re-emerged, leading some educators to remove recordings. To understand the potential impact of such decisions, this study explored how neurodivergent and disabled students use recordings using a qualitative survey approach. Reflexive thematic analysis emphasised the need for learning flexibility and questioned traditional lectures. Neurodivergent and disabled students raised concerns over accessibility, highlighting the crucial nature of recordings beyond attendance. For example, features such as pausing or speed adjusted were described as vital for managing learning among disabled and neurodivergent participants. Our findings do not support an uncritical view of lecture recordings. Participants discussed the self-discipline required for effective use and responses reflected prior concerns discussed in the literature regarding recordings leading to focusing on lectures to the detriment of other sources of information. However, despite challenges, we found multiple examples of students using recordings to maintain engagement as a successful self-regulated learner. In line with Universal Design for Learning, our findings support the provision of lecture recordings as an inclusive and accessible technology for all students, not just those with declared disabilities. All data and analysis code is available at https://osf.io/ue628/.

• Item Type: Articles
• Status: Early Online Publication
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Nordmann, Dr Emily and Horlin, Dr Chiara

Creator Roles

Horlin, C.: Conceptualization, Methodology, Formal analysis, Investigation, Resources, Writing – original draft, Writing – review and editing
Nordmann, E.: Conceptualization, Methodology, Formal analysis, Investigation, Resources, Writing – original draft, Writing – review and editing, Visualization

• Authors: Horlin, C., Hronska, B., and Nordmann, E.
• College/School: College of Medical Veterinary and Life Sciences > School of Psychology & Neuroscience
• Journal Name: Higher Education
• Publisher: Springer
• ISSN: 0018-1560
• ISSN (Online): 1573-174X
• Published Online: 11 March 2024
• Copyright Holders: Copyright © 2024 The Author(s)
• First Published: First published in Higher Education 2024
• Publisher Policy: Reproduced under a Creative Commons license