![]() ![]() Drouin ( 2014) also indicated that students who had access to recordings had significantly lower grades. Thus, rather than access to recordings impacting performance, it may be the case that weaker students are simply more likely to access recordings than stronger students. The data indicated that weaker students, as assessed through their overall exam performance, might choose to access recordings multiple times in order to try and compensate for their difficulty understanding the material. ( 2011) found a negative correlation between the frequency of accessing online recordings and final grade. Varao-Sousa and Kingstone ( 2015) found that students performed better after attending a live lecture rather than viewing similar content via a recording. Some researchers suggest that recordings have a negative effect on achievement. Finally, the provision of recordings allowed some students to use them as a direct substitute for the live lecture. Third, recordings were used for revision, supporting increased comprehension of difficult topics, supplementing written materials. This complements previous research suggesting that students who identify as having a physical or learning disability view recorded lectures as an essential part of their learning, allowing rewinding and pausing of the recording whilst note-taking (Eisen et al. Second, recordings were particularly useful for students who have English as a second language. ![]() First, recordings allowed clarification of material presented in lectures. ( 2010) found four main themes emerged from interviews regarding the use of lecture podcasts. Students report numerous benefits of lecture recordings. Previous findings on this question have been mixed, potentially due to methodological problems, and no study has yet addressed the question of whether there is variability in how students in different years of study utilise lecture recordings and if the impact on achievement changes over time. However, technological advances mean that lecture capture may provide an alternative to attending the live lecture, and so we argue that the key question from a learner perspective is not whether providing recordings affects attendance but whether the provision of recordings influences student achievement. ( 2010) found that attendance had a strong relationship with final course grade and was a better predictor of academic performance than factors such as standardised test scores or study skills. 2010) and if true this may be a valid cause for concern. Anecdotally, many lecturers express reservations towards recording arguing that it will lower attendance (Scutter et al. Traditionally, lecture capture software has been used to deliver content for online courses, but it is now commonplace for campus-based programmes to also record live lectures. ![]() Finally, our findings highlight the need to consider third variables such as year of study and first language when conducting and comparing lecture capture research. We suggest focusing on improving lecture attendance through monitoring whilst also providing recordings for supplementary use, particularly in first year. We found no compelling evidence for a negative effect of recording use, or that attendance and recording use were related. There was no relationship for honours year students. For second year students, attendance and recording use were positively correlated with, but no longer predictive of, achievement. For weaker students, supplementary recording use was beneficial but only better students use of the recordings helped overcome the impact of low attendance. For first year students, attendance and recording use were positive predictors of performance. This paper investigated the impact of attendance, lecture recording, and student attainment across four years of an undergraduate programme. Findings remain unclear due to methodological issues, inconsistent findings, and a lack of differentiation of students by year of study. Irrespective of these views, a more pertinent question pertains to the impact of lecture attendance and the use of recordings on student achievement. However, data supporting either of these stances remains scarce. Others view it as a valuable adjunct, allowing students to revisit the lecture experience and providing opportunities for clarification and repetition of key points. Some view it as encouraging non-attendance at lectures. Lecture capture tends to polarise the views of academic staff. ![]()
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |