The impact of lecture recordings on he student approaches to learning

The impact of lecture recordings on HE student approaches to learning Note-taking as a study-skill amongst students in Higher Education (HE) is acknowledged as a fundamental component of academic success. Intrinsic factors such as cognitive capacity, motivation and epistemological beliefs effect note-taking quantity and quality (e.g. Kiewra, 1985). However, this study looks at the extrinsic influences of the provision of lecture recordings and lecture slides. There is little published research into the impact of lecture recordings on student approaches to note-taking during lectures, although, previous studies have suggested that that the ubiquitous availability of lecture slides has a material effect on the quantity of notes-taken during lectures (Loughlin, 2015). This ongoing mixed methodology study set out to observe the influence that the availability of lecture recordings has on: student note-taking practices, revision strategies and learning outcomes. Students at a Higher Education Institution in the UK were observed during twelve, two-hour long, lectures. These lectures were recorded, and the recordings made available to students on the VLE later the same day. The whole Cohort were asked to complete an online. The usage data from the lecture recordings were then analysed and compared with student note-taking practices and module test scores. Early results from this pilot study indicate, predictably, that lecture recordings are accessed predominantly just after the lecture itself and again during revision periods. The availability of lecture recordings appears to have less of an impact on approaches to studying than the availability of lecture slides. However, the combined effect on note-taking during the lecture itself is considerable, and it is these student behaviours, which are the result of emerging technologies, that will be discussed in this paper