Correction to: The use of lecture capture in university mathematics education: a systematic review of the research literature

Lindsay, Euan; Evans, Tanya

doi:10.1007/s13394-021-00380-z

Cited by 1 publication

(11 citation statements)

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“…From the perspective of mathematics students, however, studies show that they place a high value on recordings (Lindsay & Evans, 2021). As noted earlier, when offered the choice to attend lectures or watch recordings, students generally have a preference (Howard et al, 2018;Meehan & McCallig, 2019;Inglis et al, 2011;Le et al, 2010).…”

Section: Use Of Lecture Recordings In University Mathematicsmentioning

confidence: 97%

“…Given the backdrop to our study, we conclude by presenting some studies that examine undergraduate mathematics students' perceptions of the move to online teaching at the start of the pandemic. Lindsay and Evans (2021) recently conducted a systematic literature review on the use of lecture capture specifically in the area of university mathematics. In this review they highlight that research into the use of lecture capture in university mathematics is not keeping up with the speed of adoption.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In their analysis of the articles, Lindsay and Evans (2021) found that of the seven articles examining the impact of the availability of recordings on attendance, three reported no change, and four reported a negative effect. In relation to student attainment, eight of ten articles reported a negative impact of recordings on it, and one each reported no impact or a positive one.…”

Section: Use Of Lecture Recordings In University Mathematicsmentioning

confidence: 99%

“…But even those students who generally prefer to attend lectures, describe how they use recordings to catch up on missed lectures; to review parts of a lecture that they found difficult; and to revise for examinations (Howard et al, 2018;Hall et al, 2022;Wood et al, 2021;Yoon & Sneddon, 2011;Yoon et al, 2014). Lindsay and Evans (2021) focus on the issue of bringing students back to the live lecture and present two proposals. They suggest that lecturers may need to work on making lecture attendance more beneficial to students perhaps by 'flipping' the classroom.…”

Section: Use Of Lecture Recordings In University Mathematicsmentioning

confidence: 99%

“…Therefore, with a focus on university mathematics, we feel it is timely to address the concerns of lecturers in relation to the provision of recordings. We attempt to do so in this paper by presenting findings from a study conducted in May 2020 with undergraduate students from our school, complemented with findings from the studies in the recent review by Lindsay and Evans (2021), along with others conducted on mathematics students' perceptions of learning during lockdown (Hyland & O'Shea, 2021;Radmehr & Goodchild, 2022). It is our hope that this will permit university mathematics lecturers to make an informed decision about whether and how they could use lecture capture or recordings in their modules in the future.…”

Section: Introductionmentioning

confidence: 99%

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The university mathematics lecture: to record, or not to record, that is the question

Meehan

Howard

2023

Math Ed Res J

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While recordings of lectures proved invaluable for students’ learning during the pandemic, as our university transitioned back to in-person teaching there was a call from many lecturers to remove the requirement to provide lecture recordings due to the perceived negative impact on attendance. To examine in detail the relationship between recordings and the corresponding face-to-face lectures, we conducted a study on the formats of lectures across our undergraduate mathematics programmes pre- and post-lockdown in March 2020, and students’ perceptions of how beneficial they felt each was for their learning. In May 2020, 156 mathematics students completed a survey containing both quantitative and qualitative questions. Findings indicate that pre-pandemic almost 70% of the lecture formats classified by students were traditional in nature, with 20% classified as containing some interactions, and the remainder as including group work. While students did not perceive great differences in terms of the benefits to learning between the face-to-face and online lecture formats in the majority of modules, those who experienced interactions or group work in lectures before lockdown, reported a greater drop than those who experienced a traditional lecture. Irrespective of preferences for face-to-face or online learning, students were clear about the value of lecture recordings and interactions with peers and lecturers to their learning. Based on our findings, and those of others, we discuss implications for mathematics lecturers’ practice. Specifically, we argue for the provision of lecture recordings or short pre-recordings, especially when the lecture is traditional in nature.

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