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-centered 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. All data, analysis code and the pre-registration are available at https://osf.io/uzs3t/

This opinion piece argues that educators are performing emotional labour when giving feedback to students. I propose that this emotional labour is performed due to the desire to balance the promotion of student learning with the increasing need for efficiency and quality control. This attempt to balance an abundance of care with a dearth of time leaves a gap between the compassion an educator wants to provide, the guidelines that must be followed, and what is feasible from a workload perspective. Are we equipped to give effective feedback at scale, and what are the emotional strategies used for, and consequences of, doing so?

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