If I record my lectures, will my students still turn up to class?
Yes, they probably will. A recent study conducted at Queen’s University Belfast reported that students are more likely to view the availability of recorded lectures as a reinforcement of class teaching, rather than a replacement of it.
In a post-course survey, 96 per cent of students said that the availability of footage had had no impact on their attendance … [and] 98 per cent of students said that revision in preparation for an exam was a primary reason for viewing a video.
A brief summary of the research published in the THES is available here.
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4 Responses to If I record my lectures, will my students still turn up to class?
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I’d use the recordings to replay the same experience you get inside the lecture, sometimes you just don’t pick up certain pieces of information the first time.
Very similar findings to the ReCap project at Newcastle (2009-12), which found that “90% of students reported that ReCap did not affect lecture attendance”. There’s an overview of their findings available in this CETL report (PDF).
It is very interesting that showing highlights might improve attendance. It actually perhaps makes it clear to the students who may have missed the class that they missed something good and they would have got more out of it if they had attended. So maybe video/audio highlights actually emphasize the need to be present.
It could be very different if the students knew the entire session would be available. I think the value of having monologues recorded is undeniable. Our students sit in groups in the library playing back and pausing recordings and discuss and take notes. They don’t do that as much as they should with just their notes and memories of the experience. The downside is that they will be possibly more inclined to transcribe notes rather than note down their thoughts and responses to information. The security of knowing their is a recording could leave some to become more passive in lectures not interpreting and abstracting. Studies have shown that students who type notes don’t learn as well as students who hand write because the typing can approach speeds that allow for transcription rather than note taking. Using recording could be seen as a way to ‘get all the information’ when the information wasn’t necessarily the point of the session.
Some interesting qualitative research being done at the University of York about how students use recordings:
Research update: Lecture Capture at York