Evaluating the use and impact of lecture recording in undergraduates: Evidence for distinct approaches by different groups of students
Lecture recordings are increasingly used to supplement lecture attendance within higher education, but their impact on student learning remains unclear. Here we describe a study to evaluate student use of lecture recordings and quantify their impact on academic performance. Questionnaire responses and online monitoring of student's access to recordings indicate that similar to 75% students use this material, the majority in a targeted manner. In contrast, a small subset of students (similar to 5%) are highly dependent on recordings downloading every lecture, and viewing the material for long periods, such that this represents a large proportion of their independent study. This 'high user' group is atypical, as it contains a high proportion of dyslexic and Non-English Speaking Background students. Despite high usage, lecture recordings do not have a significant impact on academic performance, either across the cohort or with students that use the recordings. Overall, this approach appears to be beneficial, but may reduce lecture attendance and encourage surface learning approaches in a minority of students. (C) 2012 Elsevier Ltd. All rights reserved.
lecture recording dyslexia action reasearch evaluation of impact