Abstract
In this study, 295 (13.8% response rate) first year students from a large, Scottish, Russell-Group university were surveyed on their attitudes to and use of lecture recordings in 2018. Kruskal–Wallis tests were used to compare the ranked responses between students in different categories relevant to monitoring equality and diversity, such as carer status (5% of respondents), learning adjustments (9% of respondents) and non-native English speakers (27% of respondents). Students most commonly watched a full lecture by themselves when studying with 60% watching a full lecture at least once a week. Non-native English speakers were more likely to watch specific parts of a lecture more frequently (H2 = 8.52, p = 0.014). Students with learning adjustments more often reported being unable to find a resource (H3 = 8.356, p = 0.039). There was no effect of students’ language, carer status or learning adjustment status on their self-reported likelihood to attend a lecture, likelihood to change note-taking behaviour or concentrate on a lecture if it was being recorded. Non-native English speakers were still more likely to worry about keeping up with a lecture, even when it was being recorded (H2 = 10.492, p = 0.005). In conclusion, lecture recording has different impacts on students from different backgrounds, and inclusive lecture recording education policies need to consider this impact.
Highlights
Lecture recording, the practice of capturing all or parts of a teaching activity, is not a novel technology and has been utilised in some form since the late sixties (Zawacki-Richter and Naidu 2016)
As we explore how students may be using lecture recordings, we can aim to provide support for what strategies are more successful
Recognising and acting upon inequities is a key component of critical allyship (Nixon 2019), and so this work aims to explore and characterise how the Claeys-Kulik and Jørgensen definitions of equality, diversity and inclusion can be observed in data about student use of lecture recording
Summary
The practice of capturing all or parts of a teaching activity, is not a novel technology and has been utilised in some form since the late sixties (Zawacki-Richter and Naidu 2016). The ability to automatically store and retrieve large amounts of video data, have prompted a boom in the technology’s provision in institutions across the higher education (HE) sector (Newton et al 2014). This has led to sector-wide discussion regarding whether lecture recording may devalue the classroom experience (Anderson and McGreal 2012; Conole et al 2008).
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