Attitude and Peer Norm Predict How Students Use Lecture Recordings

Abstract

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.