ABSTRACT

Lecture capture recordings of audio together with video images of slides are widely used in higher education institutions. Lecture capture is highly valued by students. However, the effect of lecture capture usage on student learning is not well understood and is the subject of some controversy. The objective of this study was to investigate the relationship between lecture capture usage and examination performance of undergraduate students in order to test the hypothesis that students who use lecture capture recordings more extensively perform better in their end of module examinations. The hypothesis was tested using data from students enrolled on a range of second-year (stage 2) and third-year (stage 3) bioscience modules and fitted to linear mixed models considering potential confounding from gender, nationality and disability status. The results showed that there was no relationship between lecture capture usage and examination performance in this cohort of students. However, a recorded disability and non-UK nationality were both moderately predictive of poorer performance. These findings suggest that lecture capture has neither a positive nor a negative effect on academic performance. This raises a question over the value of providing lecture capture at higher education institutions.

摘要

音频的录音与幻灯片的视频图像一起被广泛应用于高等教育机构。课堂记录受到学生的高度重视。然而，讲座捕获使用对学生学习的影响还不是很清楚，并且是一些争议的主题。本研究的目的是调查讲座录音的使用与本科生考试成绩之间的关系，以检验更广泛使用讲座录音的学生在模块考试结束时表现更好的假设。该假设使用来自一系列二年级（第 2 阶段）和三年级（第 3 阶段）生物科学模块的学生的数据进行测试，并拟合线性混合模型，考虑到性别、国籍和残疾状况的潜在混杂因素。结果表明，在这组学生中，讲座捕捉的使用与考试成绩之间没有关系。然而，记录的残疾和非英国国籍都可以适度预测较差的表现。这些发现表明，课堂记录对学业成绩既没有积极影响也没有消极影响。这引发了一个问题，即在高等教育机构提供讲座捕获的价值。