Developing the inclusive curriculum: Is supplementary lecture recording an effective approach in supporting students with Specific Learning Difficulties (SpLDs)?

Nightingale, Karl P.; Anderson, Vikki; Onens, Susan; Fazil, Qulsom; Davies, Helen

doi:10.1016/j.compedu.2018.11.006

Cited by 36 publications

(29 citation statements)

References 31 publications

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“…Furthermore, 64 of the 71 articles (90.14%) confined the context of investigation to data from just one institution. Among the seven exceptions, six drew data from multiple institutes ( Farooq et al, 2017 ; Gorissen et al, 2013 , 2012 ; Gosper et al, 2010 ; Nightingale et al, 2019 ; Trenholm et al, 2019 ), whereas the other drew data from different campuses of the same institute ( Dommett et al, 2019 ).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…4 , the most studied Science, Technology, Engineering and Mathematics (STEM) subject area in the sample is Biological Sciences (29 articles, 40.84%). Informed by Nightingale et al (2019) , Biological Sciences in this paper include biochemistry, health science, nursing, midwifery, medicine, pharmacy, and psychology. In contrast, the most studied non-STEM subject area is Business/Economics/Management (16 articles, 22.54%).…”

Section: Findings and Discussionmentioning

confidence: 99%

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To capture the research landscape of lecture capture in university education

Banerjee

2021

Computers & Education

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The use of lecture capture has been burgeoning in the higher education sector. Scholarly interest on the topic is also on an upward trajectory. Hence, the goal of this paper is to clarify the literature on the use of lecture capture in higher education through a systematic review, which involved 71 articles that came from Scopus and Education Resources Information Center (ERIC). The systematic review revealed that most research focused on university education in the US, the UK and Australia. The most studied Science, Technology, Engineering and Mathematics (STEM) subject area in the sample is Biological Sciences. In contrast, the most studied non-STEM subject area is Business/Economics/Management. In terms of methods, descriptive and exploratory research dominates the research landscape while causative evidence is relatively limited. The literature includes two overarching research streams: While one focuses on the benefits of lecture capture, the other focuses on its drawbacks. Apparently, the assumption among most students is that lecture capture is helpful for learning, and among staff is that it takes a toll on attendance. Future research needs to reconcile students' perception of lecture capture, instructors' perception of lecture capture, and the reality of lecture capture. On the practical front, students should be explicitly told about the benefits and the drawbacks of lecture capture. This would ensure that they make the most of the technology. Educators are urged to reflect on why students should be attending the face-to-face sessions, and thereafter also watch the recorded lectures.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Findings and Discussionmentioning

confidence: 99%

To capture the research landscape of lecture capture in university education

Banerjee

2021

Computers & Education

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“…Globally used communication symbols, for example, restroom signs provide relief to persons with reading disabilities and non-English speaking users (Baglieri & Shapiro, 2017;Imray & Colley, 2017;McGuire, Scott & Shaw, 2006). This is not limited to architecture and buildings but is also applicable to teaching methodologies being employed at inclusive schools (Barton & Smith, 2015;Nightingale, Anderson, Onens, Fazil & Davies, 2019).…”

Section: Architectural Design For Inclusive Schools: Universal Designmentioning

confidence: 99%

The Role of Architecture in the Identification of Obstacles and Spatial Solutions to Inclusive Education

Malik

Rashid

Awan

et al. 2018

UER

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“…The competing prediction is that the more student-centred approach to teaching and learning may be favoured by those who recognise barriers to higher education provision and wish to support student learning through the provision of additional resources that promote flexibility. In this light, lecture capture may be one of many resources, and the lecture one of many learning opportunities that can support a more diverse group of students including those with learning disabilities (Nightingale et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture

et al. 2021

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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-centred 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. Data, analysis code, and the pre-registration are available athttps://osf.io/uzs3t/.

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Developing the inclusive curriculum: Is supplementary lecture recording an effective approach in supporting students with Specific Learning Difficulties (SpLDs)?

Cited by 36 publications

References 31 publications

To capture the research landscape of lecture capture in university education

To capture the research landscape of lecture capture in university education

The Role of Architecture in the Identification of Obstacles and Spatial Solutions to Inclusive Education

Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture

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