First year undergraduates make use of recordings to overcome the barriers to higher education: evidence from a survey
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.
Aikman, S. & Dyer, C. (2012) ‘Education and inclusion: re-examining the narratives’, Compare: A Journal of Comparitive and International Education, vol. 42, no. 2, pp. 177–185. doi: 10.1080/03057925.2012.652816
Aldercotte, D. A. et al. (2017) ASSET 2016: Experiences of Gender Equality in STEMM Academia and Their Intersections with Ethnicity, Sexual Orientation, Disability and Age, Equality Challenge Unit, [online] Available at: http://www.ecu.ac.uk/wp-content/uploads/2017/04/ECU_ASSET-2016-report_April-2017.pdf
Anderson, T. & McGreal, R. (2012) ‘Disruptive pedagogies and technologies in universities’, Journal of Educational Technology and Society, vol. 15, no. 4, pp. 380–389.
Artino, A. R. et al. (2014) ‘Developing questionnaires for educational research: AMEE Guide No. 87’, Medical Teacher, vol. 36, no. 6, pp. 463–474. doi: 10.3109/0142159X.2014.889814
Balka, E., Green, E. & Henwood, F. (2010) Gender, Health and Information Technology in Context, Health, Technology and Society Series, eds E. Balka, E. Green & F. Henwood, Macmillan Publishers Limited, Basingstoke. doi: 10.1111/j.1467-9566.2010.01241_4.x
Bera. (2011) Ethical Guidelines for Educational, British Educational Research Association, p. 5. London, UK.
Berlach, R. G. & Chambers, D. J. (2011a) ‘Inclusivity imperatives and the Australian national curriculum’, Educational Forum, vol. 75, no. 1, pp. 52–65. doi: 10.1080/00131725.2010.528550
Berlach, R. G. & Chambers, D. J. (2011b) ‘Interpreting inclusivity: an endeavour of great proportions’, International Journal of Inclusive Education, vol. 15, no. 5, pp. 529–539. doi: 10.1080/13603110903159300
Boud, D. & Molloy, E. (2013) ‘Rethinking models of feedback for learning: the challenge of design’, Assessment & Evaluation in Higher Education, vol. 38, no. 6, pp. 698–712. doi: 10.1080/02602938.2012.691462
Bryer, J. & Speerschneider, K. (2016) Likert: Analysis and Visualization Likert Items, CRAN. https://CRAN.R-project.org/package=likert.
Chinnery, S., Hughes, K. & MacKay, J. R. D. (2018) ‘What’d I miss? A qualitative exploration of student experience, behaviour and engagement with recorded lectures’, in VetEd: International Symposium of the Veterinary Schools Council, Utrecht. http://www.veted2018.nl/wp-content/uploads/2018/06/Parallel-Session-1.jpg
Chopra, D. (2015) ‘Balancing paid work and unpaid care work to achieve women’s economic empowerment’, IDS Policy Briefing, vol. 83, [online] Available at: http://opendocs.ids.ac.uk/opendocs/bitstream/handle/123456789/5623/PB83_AGID316_Balancing_Online.pdf;jsessionid=43359481BB6357B5E0B09395554A3A78?sequence=1
Claeys-Kulik, A.-L. & Jørgensen, T. E. (2018) Universities’ Strategies and Approaches towards Diversity, Equity and Inclusion. Examples from across Europe, [online] Available at: www.eua.eu
Conole, G. et al. (2008) ‘“Disruptive technologies”, “pedagogical innovation”: what’s new? Findings from an in-depth study of students’ use and perception of technology’, Computers and Education, vol. 50, no. 2, pp. 511–524. doi: 10.1016/j.compedu.2007.09.009
Danneels, E. (2004) ‘Disruptive technology reconsidered: a critique and research agenda’, Journal of Product Innovation Management, vol. 21, no. 4, pp. 246–258. doi: https://dx.doi.org/10.1111/j.0737-6782.2004.00076.x
Dimitrellou, E., Hurry, J. & Male, D. (2020) ‘Assessing the inclusivity of three mainstream secondary schools in England: challenges and dilemmas’, International Journal of Inclusive Education, vol. 24, no. 10, pp. 1097–1113. doi: 10.1080/13603116.2018.1511757
Donnelly, M. (2018) ‘Inequalities in higher education: applying the sociology of Basil Bernstein’, Sociology, vol. 52, no. 2, pp. 316–332. doi: 10.1177/0038038516656326
Ebbert, D. & Dutke, S. (2020) ‘Patterns in students’ usage of lecture recordings: a cluster analysis of self-report data’, Research in Learning Technology, vol. 28, no. 2258, pp. 1–14. doi: 10.25304/rlt.v28.2258
Ellis, K. (2011) ‘Embracing learners with disability web 2.0 access and insight’, Telecommunications Journal of Australia, vol. 61, no. 2, pp. 30.1–30.11, [online] Available at: http://researchrepository.murdoch.edu.au/id/eprint/4501/1/embracing_learners.pdf
Florian, L. (2014) ‘What counts as evidence of inclusive education?’, European Journal of Special Needs Education, vol. 29, no. 3, pp. 286–294. doi: 10.1080/08856257.2014.933551
Herrington, A. & Herrington, J. (2006) Authentic Learning Environments in Higher Education, Information Science Publishing, Melbourne. doi: 10.1111/j.1467-8535.2008.00870_23.x
HESA. (no date) Widening Participation: UK Performance Indicators 2016/17 | HESA, HESA UK Performance Indicators, [online] Available at: https://www.hesa.ac.uk/news/01-02-2018/widening-participation-tables
Hewett, R., et al. (2017) ‘Developing an inclusive learning environment for students with visual impairment in higher education: progressive mutual accommodation and learner experiences in the United Kingdom’, European Journal of Special Needs Education, vol. 32, no. 1, pp. 89–109. doi: 10.1080/08856257.2016.1254971
Kenyon, S. (2011) ‘Transport and social exclusion: access to higher education in the UK policy context’, Journal of Transport Geography, vol. 19, no. 4, pp. 763–771. doi: 10.1016/j.jtrangeo.2010.09.005
Kettley, N. (2007) ‘The past, present and future of widening participation research’, British Journal of Sociology of Education, vol. 28, no. 3, pp. 333–347. doi: 10.1080/01425690701252531
Lane, A. (2012) ‘A review of the role of national policy and institutional mission in European distance teaching universities with respect to widening participation in higher education study through open educational resources’, Distance Education, vol. 33, no. 2, pp. 135–150. doi: 10.1080/01587919.2012.692067
Lea, M. R. & Street, B. V. (2006) ‘The “academic literacies” model: theory and applications’, Theory Into Practice, vol. 45, no. 4, pp. 366–377. doi: 10.1207/s15430421tip4504
Leadbeater, W., et al. (2013) ‘Evaluating the use and impact of lecture recording in undergraduates: evidence for distinct approaches by different groups of students’, Computers and Education, vol. 61, no. 1, pp. 185–192. doi: 10.1016/j.compedu.2012.09.011
MacKay, J. R. D. (2019a) ‘On the horizon: making the best use of free text data with shareable text mining analyses’, Journal of Perspectives in Applied Academic Practice, vol. 7, no. 1, pp. 57–64.
MacKay, J. R. D. (2019b) ‘Show and “tool”: how lecture recording transforms staff and student perspectives on lectures in higher education’, Computers & Education, vol. 140, p. 103593. doi: 10.1016/j.compedu.2019.05.019
MacKay, J. R. D. (In Press) ‘The use of lecture recordings as study aids in a professional degree program’, Journal of Veterinary Medical Education.
MacKay, J. R. D. & Bovill, C. (2020) EngagEd in… Teaching with Lecture Recording, Institute of Academic Development, the University of Edinbrugh, p. 19, [online] Available at: https://indd.adobe.com/view/dc75e5a9-903b-40d2-9853-94f193265c14
Maxam, S. & Henderson, J. E. (2013) ‘Inclusivity in the classroom: understanding and embracing students with invisible disabilities’, Journal of Cases in Educational Leadership, vol. 16, no. 2, pp. 71–81. doi: 10.1177/1555458913487037
Minnaert, L. (2014) ‘Making the olympics work: interpreting diversity and inclusivity in employment and skills development pre-London 2012’, Contemporary Social Science, vol. 9, no. 2, pp. 196–209. doi: 10.1080/21582041.2013.838290
Murray, J. A. (2019) ‘Massive Open Online Courses: Current and Future Trends in Biomedical Sciences’. In: Rea P. (eds) Biomedical Visualisation. Advances in Experimental Medicine and Biology, vol. 1171. Springer, Cham. https://doi.org/10.1007/978-3-030-24281-7_5
Newton, G., et al. (2014) ‘Use of lecture capture in higher education – lessons from the trenches’, TechTrends, vol. 58, no. 2, pp. 32–45. doi: 10.1007/s11528-014-0735-8
Nixon, S. A. (2019) ‘The coin model of privilege and critical allyship: implications for health’, BMC Public Health, vol. 19, no. 1, pp. 1–13. doi: 10.1186/s12889-019-7884-9
Nordmann, E. & Mcgeorge, P. (2018, May 1). ‘Lecture capture in higher education: time to learn from the learners.’ https://doi.org/10.31234/osf.io/ux29v
O’Brien, M. & Verma, R. (2018) ‘How do first year students utilize different lecture resources?’, Higher Education, vol 77, pp. 1–18. doi: 10.1007/s10734-018-0250-5
Olofsson, Å., Ahl, A. & Taube, K. (2012) ‘Learning and study strategies in university students with dyslexia: implications for teaching’, Procedia – Social and Behavioral Sciences , vol 47, pp 1184–1193. doi: 10.1016/j.sbspro.2012.06.798
Phillips, R., et al. (2010) ‘Using academic analytic tools to investigate studying behaviours in technology-supported learning environments’, ASCILITE 2010 – The Australasian Society for Computers in Learning in Tertiary Education, (June 2014), pp. 761–771, Sydney, Australia.
Porter, S. R., Whitcomb, M. E. & Weitzer, W. H. (2004) ‘Multiple surveys of students and survey fatigue’, New Directions for Institutional Research, vol. 121, pp. 63–73, [online] Available at: https://oia.unm.edu/surveys/survey-fatigue.pdf
Pye, G., et al. (2015) ‘Engaging diverse student audiences in contemporary blended learning environments in Australian higher business education: implications for design and practice’, Australasian Journal of Information Systems, vol. 19, pp. 1–20. doi: 10.3127/ajis.v20i0.1318
R Core Team, 2020, ‘R: A language and environment forstatistical computing’, R Foundation for Statistical Computing, Vienna, Austria. https://www.R-project.org/.
Rosen, E. & Russell, W. A. (1957) ‘Frequency-characteristics of successive word-association’, The American Journal of Psychology, vol. 70, no. 1, pp. 120–122.
Scottish Funding Council. (2018) Scottish Funding Council Report on Widening Access 2016–17, Scottish Funding Council, Edinburgh, Scotland.
Silge, J. & Robinson, D. (2016) ‘tidytext: text mining and analysis using tidy data principles in R’, The Journal of Open Source Software, vol. 1, no. 3, p. 37. doi: 10.21105/joss.00037
Slee, R. (2006) ‘Limits to and possibilities for educational reform’, International Journal of Inclusive Education, vol. 10, no. 2–3, pp. 109–119. doi: 10.1080/13603110600578372
Tee, S. & Cowen, M. (2012) ‘Supporting students with disabilities – promoting understanding amongst mentors in practice’, Nurse Education in Practice, vol. 12, no. 1, pp. 6–10. doi: 10.1016/j.nepr.2011.03.020
Zawacki-Richter, O. & Naidu, S. (2016) ‘Mapping research trends from 35 years of publications in Distance Education’, Distance Education, vol. 7919, pp. 1–25. doi: 10.1080/01587919.2016.1185079
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.