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 ∼75% students use this material, the majority in a targeted manner. In contrast, a small subset of students (∼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.

► This is the first detailed study of supplimentary lecture recording in UK HE.
► Lecture recordings are widely accessed, and generally used in a ‘targetted’ manner.
► Dyslexic student rely heavily on lecture recordings.
► Lecture recordings do not appear to impact on users exam performance.