Does the availability of classroom recordings impact student attendance?
A common concern is that the availability of lecture recordings may reduce student attendance (Gosper et al., 2010), but research presents a more nuanced and complex picture. Studies, including those by Nordmann et al. (2018), and student feedback from Reading’s Learning Capture evaluation (2024), suggest that many students value live lectures and see recordings as an essential study resource rather than a replacement. However, the presence of recordings of live sessions may encourage unhelpful study habits in some students (Voelkel et al., 2023). This can be mitigated by helping students reflect on how they use recordings effectively and encouraging active engagement in live sessions and follow-up study.
Why do students miss lectures?
Student attendance is affected by many factors. Understanding why students miss sessions can inform our approach to attendance. University data and broader research highlight a range of factors, including:
- Feeling disengaged
- Struggling with their learning
- Social and participation challenges
- Financial constraints (e.g., transport costs)
- Work, family, or caring commitments
- Lecture timing and commuting distance
- Coursework deadlines
- Illness
- Disability
At Reading, students tell us they value being present in class, but also appreciate the flexibility recordings provide: “I prefer going to my lectures and trying to learn in-person. If there is something I haven’t been able to understand well the first time, I refer to the recording.” [Undergraduate student – School of Law]
Why students value face-to-face learning
Engaging, interactive lectures offer benefits that recordings cannot replicate, including:
- Fostering class cohesion and a sense of belonging
- Encouraging peer interaction and discussion
- Strengthening rapport with lecturers
- Supporting interpersonal and communication skills
- Enabling immediate clarification of concepts
How students use recordings
Students use recordings to:
- Focus more during lectures, knowing they can revisit content later
- Revisit key concepts at their own pace for better understanding
- Spark questions and discussions after the session
- Catch up on missed sessions without falling behind or losing confidence
“I found it useful that I could rely on the recordings to fill in the gaps or catch up on notes if couldn’t make the lesson.” [Undergraduate student – Accounting & Finance]
Recommendations for teaching staff
Explain how to use recordings and set expectations
- Explain that recordings are a study tool for revision and self-paced learning, and do not provide an equivalent experience to attending and participating in live classes
- Let students know when and which parts of sessions will be recorded (or not recorded!)
- Signpost students to the Student Essentials page for guidance on how to use recordings appropriately in their studies
Encourage active learning during in-person sessions
- Incorporate peer discussions, Q&As, quizzes, and brainstorming into live lectures.
- Highlight the unique value of in-person participation.
Monitor and respond to engagement patterns
- YuJa provides basic analytics that can help you see which parts of your recordings students are rewatching most.
- Find out why students miss their lectures and signpost them to appropriate support.
- Gather student feedback on how they use recordings and offer further guidance if needed.
By setting clear expectations and embedding active learning, you can ensure Learning Capture enhances, rather than replaces, your students’ attendance.
References:
Gosper, M. et al. (2010) ‘Web-based lecture technologies and learning and teaching: a study of change in four Australian universities’, ALT-J, 18(3), pp. 251–263. doi: 10.1080/09687769.2010.529111.
Nordmann, E. and Mcgeorge, P. (2018) ‘Lecture capture in higher education: time to learn from the learners’, [online] Available from: osf.io/preprints/psyarxiv/ux29v_v1.
Voelkel, S. et al. (2023) ‘Lecture capture affects student learning behaviour’. FEBS Open Bio, 13. https://doi.org/10.1002/2211-5463.13548.