Lecture recordings can swiftly dispel any such erroneous claims. In one highly publicized 2011 case, a 22-year old York University student mistakenly accused a professor of making anti-Semitic remarks in class, thereby forcing the Jewish professor to defend himself against claims of anti-Semitism (Kennedy, 2011). Second, they provide an uncontested record of what was communicated in class, providing a safeguard for educators in relation to potential misattributions. For one, instructors teaching several and/or larger enrollment courses will see a considerable reduction in the amount of in-person or electronic requests for content-related assistance.
While the central motivation for providing lecture recordings is the documented benefit for students, their provision offers distinct benefits for educators. Part of this educational penalty is explained by the increased nonattendance that can occur when lecture recordings are provided in the absence of a clear plan to circumvent this potentiality. To be clear, the benefits of providing lecture recordings are largely restricted to their application as a supplementary study aid, with research demonstrating a negative effect on student achievement when used as a substitute for live lectures (Hall & Ivaldi, 2017 Inglis, Palipana, Trenholm, & Ward, 2011 Varao-Sousa & Kingstone, 2015 Williams et al, 2012). Finally, recordings have been shown to be particularly helpful for early-level students, students who have English as a second language and students with disabilities or ongoing medical conditions (Dommett, Gardner & van Tilburg, 2019 Nordmann, Calder, Bishop, Irwin & Comber, 2019 Scutter, Stupans, Sawyer, & King, 2010 Eisen, Schupp, Isseroff, Ibrahimi, Ledo, & Armstrong, 2015 Gysbers, Johnston, Hancock & Denyer, 2011 Williams, Birch, & Hancock, 2012). Providing students with the chance to review, clarify and better comprehend course material post-lecture explains much of their popularity and is also cited as important in reducing student anxiety (Bongey et al., 2006 Deal, 2007 Hall & Ivaldi, 2017). Existing research demonstrates the value attributed to lecture recordings as an adjunct to live lectures, with one large-scale study indicating a majority of students would pay an extra charge for their delivery (Veeramani & Bradley, 2008).
#RECORD LECTURES WITH YOUR LAPTOP SOFTWARE#
The increasing ease and availability with which educators can utilize course-based lecture capture software begs a deeper discussion as to their delayed uptake.
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