In this paper, we provide practical recommendations to help promote self-regulated strategies for the use of lecture capture for both students and instructors. For students, we suggest that the importance of attendance and effective note-taking should be reinforced, as well as specifying how lecture capture can best be used as a catch-up or revision aid. For instructors, we highlight the need to provide guidance for students on how to learn and to adopt a context-dependent approach to lecture capture based on pedagogical considerations, rather than all-or-nothing. Regarding the issue of the relationship between lecture capture and attendance, we suggest the focus should move to a more nuanced discussion of why students fail to attend lectures and how they are using lecture capture. Finally, we discuss other concerns commonly raised by instructors related to lecture capture. Our student guidance is available for dissemination in infographic form at https://osf.io/esd2q/files/. review of the literature, Witthaus and Robinson (2015) state that empirical studies rarely indicated that much advice was given to students on how to use lecture capture. There are excellent examples of guidance available at the local level (see e.g., "7 ways to get the most out of lecture capture: A guide for students"), but it is notable that the existence or use of such guidance does not always permeate to the instructor level, perhaps because the format of the guidance generally targets students, or perhaps because it has not been accompanied by a robust evidence base. We are not alone in thinking that there is a need for more guidance, but rather join recent calls for support for both students and instructors (French & Kennedy, 2017; MacKay, 2019) in recognition that neither should be expected to instinctively understand how best to use lecture capture without explicit guidance. Research on the impact of lecture capture has lagged behind the adoption of lecture capture and there is more work to be done. However, this should not preclude us from applying the wealth of cognitive and educational research on learning and teaching more generally to help support the use of lecture capture whilst this work evolves. Thus, the aim of the current paper is to provide guidance to students and instructors on how effective learning and teaching strategies can support the use of lecture recordings in higher education. Our paper is predominantly aimed at higher education practitioners, namely those involved in the provision of lecture recordings-instructors, learning technologists, and policy makers. However, to aid dissemination of our guidelines to students, we also provide infographic institution-agnostic guides in English, German, Welsh, and Dutch, that can be shared with students where lecture capture is used (see LINK REDACTED FOR REVIEW, SEE SUPPLEMENTARY MATERIALS). Whilst we will discuss relevant research, for a comprehensive overview of the lecture capture literature or policies we direct the interested reader to existing reviews (e.g., O'Cal...