In the Autumn Term of 2018, The University of York implemented a Policy for the Recording of Lectures. This paper will report on our latest mixed-methods evaluation of the service, and how this is adding colour and definition to a five-year corpus of survey and focus group data. In light of the aforementioned activity, we will reflect upon the impact of an institution-wide policy, and discuss how our ongoing impact evaluation is informing the ways in which we scaffold these mass-produced video learning resources, and advise students on how best to utilise them.
Whilst the landscape is very much evolving and the sector has yet to reach a point of absolute consensus, it has been suggested that targeted and strategic review of video content is far more likely to have a positive effect on a student’s performance than passive viewership. Data that we have collected across the last two academic years suggests, however, that over a third of our students attest to having watched lecture recordings all of the way through. Further to this prevalent (and sometimes default) behaviour, we have found that only a small percentage of our students study with lecture recordings collaboratively or in groups, and that the majority of recordings are consumed in isolation within private study environments.
We consider, therefore, the importance of building in targeted means of appropriation into contact time, to help permeate those spheres of study isolation where assumptions may proliferate into bad habits. We look to the cultural factors, embedded beliefs, and expectations that students transitioning into higher education may hold about video resources. In light of these, we will share our thoughts on how colleagues may scaffold the development of self-study and self-efficacy skills that will empower students to make best use of recorded lectures. We will draw upon case studies of our work with Departments – where we have provided contextualised student guidance on effective note-taking, and will reflect on the difficult conversations, where our evaluation has suggested that Departments design-in pedagogic affordances to encourage students to become more active participants in live lectures.
Nordmann, E., Calder, C., Bishop, P., Irwin, A., & Comber, D. (2017, November 10). Turn up, tune in, don’t drop out: The relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study. Retrieved from https://psyarxiv.com/fd3yj Accessed 12 March 2019