Much has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively described and focus on the belief that recording lectures will impact on attendance and will reduce interactivity and active learning activities in lectures. However, little work has looked at the relationship between attitudes towards lecture capture and broader conceptions of learning and teaching. In this pre-registered study, we administered the Conceptions of Learning and Teaching scale and a novel lecture capture attitude scale to 159 higher education teachers. We found that appreciation of active learning predicted more positive attitudes towards lecture recordings as an educational support tool, whilst higher teacher-centred scores predicted greater concern about the negative educational impact of recordings. The effects observed were small; however, they are strong evidence against the view that it is instructors who value participatory and active learning that are opposed to lecture capture. Exploratory analyses also suggested that those who did not view recordings as an essential educational resource record fewer of their lectures, highlighting the real-world impact that attitudes can have, and further strengthening the need for staff to be provided with evidence-based guidance upon which to base their teaching practice. Data, analysis code, and the pre-registration are available athttps://osf.io/uzs3t/.

关于讲师对讲座捕获的态度已经写了很多，特别是关于政治问题，例如选择退出政策和管理层使用录音。此外，讲师的教学问题已得到广泛描述，并侧重于相信录制讲座会影响出勤率，并会减少讲座中的互动性和主动学习活动。然而，很少有研究关注对讲座捕获的态度与更广泛的学习和教学概念之间的关系。在这项预先注册的研究中，我们对 159 名高等教育教师实施了学与教概念量表和新颖的讲座捕获态度量表。我们发现，对主动学习的欣赏预示着对作为教育支持工具的讲座录音更积极的态度，而更高的以教师为中心的分数预示着人们对录音的负面教育影响的担忧更大。观察到的影响很小；然而，它们有力地证明了教师重视参与式和主动学习而不是课堂捕获的观点。探索性分析还表明，那些不将录音视为基本教育资源的人记录的讲座较少，突出了态度可能对现实世界产生的影响，并进一步加强了为员工提供循证指导的必要性。为他们的教学实践奠定基础。数据、分析代码和预注册可在 https://osf 获得。