Attendance Debate Part 2. Lecture Capture, Attendance, and Exam Performance in the Biosciences: Exploring Rare Exceptions to the Link Between Attendance and Performance in the Era of Online Teaching

Witchel, Harry J.; Guy, Richard; Torrens, Christopher; Langlands, Kenneth; Doggrell, Sheila A

doi:10.1007/978-3-030-95633-2_12

Cited by 2 publications

(4 citation statements)

References 92 publications

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“…Reflecting on these inconsistent results, two recent chapters by Robson and Kauffman (2022) and Witchel et al (2022) highlight that in the era of high-quality lecture recordings, it may be possible for students to perform excellently even without high levels of attendance. Some types of lectures, as Witchel et al (2022) point out, may be replaced with recordings quite effectively, and some students may be particularly skilled at using the recordings to their advantage. Thus, to investigate how lecture recordings may be facilitating or hindering student achievement, we first need a more nuanced understanding of how students use the recordings in specific contexts.…”

Section: Lecture Recordings and Lecture Attendancementioning

confidence: 99%

“…University staff remain divided in their attitudes, with some seeing lecture recording as a welcome technological advancement and others concerned about its impact on attendance and retention of information (Dommett et al, 2020). The existing evidence shows that any links between the use of lecture recordings and academic performance remain tenuous at best (Baillie et al, 2022), and one reason for this may be that students interact with lecture recordings in different ways, but empirical studies do not always capture these differences (Banerjee, 2021;Witchel et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Attitude and Peer Norm Predict How Students Use Lecture Recordings

Banas¹,

Thejll-Madsen²,

Tobar-Henríquez³

et al. 2022

Preprint

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The use of research recordings in higher education is increasing, and so is the amount of research on this topic. Recent work focuses on how students use lecture recordings, and how the use mode is associated with demographic and psychological, as well as academic outcomes. A key distinction is between using lecture recordings as a substitute to attending live lectures (watching instead of attending; usually undesirable) and using them as a supplement to attending live lectures (watching in addition to attending; usually desirable). This study examined the demographic and psychological variables associated with attending live lectures, and with the use of lecture recordings as a substitute or supplement. Using data gathered in a large introductory psychology course (n=212), we found that students had a positive attitude and perceived a positive social norm towards all three behaviours. Their perception of lecturer norm was more nuanced, with substitution perceived to be the least accepted by lecturers. Generally, the more positive the students’ own attitude and the perceived peer norm towards the focal behaviour, the more likely students were to engage with lectures in that particular way. However, the effect of the student and lecturer norms often depended on the student’s level of identification with others on the course. These findings suggest that attitudes and social norms may be useful targets for educational interventions promoting the use of lecture recordings as a supplement rather than substitute. Study materials, data and analysis code are available online at https://osf.io/tgp8j/?view_only=7697958bb8df455fba205a94f0e1a9bd.

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Section: Lecture Recordings and Lecture Attendancementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Attitude and Peer Norm Predict How Students Use Lecture Recordings

Banas¹,

Thejll-Madsen²,

Tobar-Henríquez³

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

mentioning

confidence: 99%

“…In some cases, a decrease in academic performance was found [26]. There are a number of factors that could have an impact on whether or not lecture capture has a beneficial effect on attainment [27]. For example, Stroup et al [21] report that low-achieving students obtained significantly lower grades in a class that provided lecture capture compared with a class that did not, whereas high-achieving students' grades were not affected.…”

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confidence: 99%

Lecture capture affects student learning behaviour

et al. 2023

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Lecture capture (the real‐time recording of live lectures) has become commonplace in higher education. It is popular with students who like the associated flexibility and believe that lecture recordings improve their grades. Here, we performed a survey (n = 694, 53% of the cohort) and set up focus groups (2 focus groups, 15 participants) to explore biological sciences students' perceptions of how lecture capture impacts their study behaviour when recordings are provided for every lecture and are made available to students without restriction. The participants in our study were convinced that lecture capture improved their learning, and many students noted that they were dependent on the recordings, thinking that without them, they would not be able to achieve good grades. Students reported that they spend a considerable amount of time watching recordings and making verbatim notes, leaving them little time for independent study. For many, lecture capture seems to reinforce the view that memorisation equals learning, a view that may be reinforced by knowledge‐focussed assessment formats. For most students, lecture capture did not affect self‐reported live lecture attendance patterns. However, about one‐third of the participants reported skipping more classes, and the same participants were more likely to postpone catching up on missed lectures. The outcomes of our study suggest that lecture capture provision may negatively affect some students' attendance and study behaviour, and thus, we suggest more needs to be done to mitigate against this.

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Attendance Debate Part 2. Lecture Capture, Attendance, and Exam Performance in the Biosciences: Exploring Rare Exceptions to the Link Between Attendance and Performance in the Era of Online Teaching

Cited by 2 publications

References 92 publications

Attitude and Peer Norm Predict How Students Use Lecture Recordings

Attitude and Peer Norm Predict How Students Use Lecture Recordings

Lecture capture affects student learning behaviour

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