The use of recorded lectures in education and the impact on lecture attendance and exam performance

Nynke Bos*, Caspar Groeneveld, Jan Van Bruggen, Saskia Brand-Gruwel

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Universities increasingly record lectures and make them available online for students. Though the technology to record these lectures is now solidly implemented and embed- ded in many institutions, the impact of the usage of recorded lectures on exam perfor- mance is not clear. The purpose of the current study is to address the use of recorded lectures in an authentic setting by focusing on the actual time spent on the usage of recorded lectures and the impact on lecture attendance and exam performance. The participants were 396 first-year university psychology students attending a mandatory course on biological psychology. During the course, student attendance to face-to-face lectures was registered and the viewing of the recordings monitored. Results revealed that a large amount of students used the recorded lectures as a substitute for lecture attendance. The group who uses recorded lectures as a supplement when developing a knowledge base score significantly higher on the assessment. When assessing higher order thinking skills, no significant differences were found between using recording lectures and attending lectures. This can be partly explained by relatively low predictive value either form of lectures have on exam performance.
Original languageEnglish
Pages (from-to)906-917
JournalBritish Journal of Educational Technologies
Volume47
Issue number5
DOIs
Publication statusPublished - 2016

Fingerprint

recording
performance
education
psychology student
student
supplement
psychology
university
Group
time

Keywords

  • recorded lectures

Cite this

@article{2bbeb9bb73bc4733a6c7f77efb1d2879,
title = "The use of recorded lectures in education and the impact on lecture attendance and exam performance",
abstract = "Universities increasingly record lectures and make them available online for students. Though the technology to record these lectures is now solidly implemented and embed- ded in many institutions, the impact of the usage of recorded lectures on exam perfor- mance is not clear. The purpose of the current study is to address the use of recorded lectures in an authentic setting by focusing on the actual time spent on the usage of recorded lectures and the impact on lecture attendance and exam performance. The participants were 396 first-year university psychology students attending a mandatory course on biological psychology. During the course, student attendance to face-to-face lectures was registered and the viewing of the recordings monitored. Results revealed that a large amount of students used the recorded lectures as a substitute for lecture attendance. The group who uses recorded lectures as a supplement when developing a knowledge base score significantly higher on the assessment. When assessing higher order thinking skills, no significant differences were found between using recording lectures and attending lectures. This can be partly explained by relatively low predictive value either form of lectures have on exam performance.",
keywords = "recorded lectures",
author = "Nynke Bos and Caspar Groeneveld and {Van Bruggen}, Jan and Saskia Brand-Gruwel",
year = "2016",
doi = "10.1111/bjet.12300",
language = "English",
volume = "47",
pages = "906--917",
journal = "British Journal of Educational Technologies",
number = "5",

}

The use of recorded lectures in education and the impact on lecture attendance and exam performance. / Bos, Nynke; Groeneveld, Caspar; Van Bruggen, Jan; Brand-Gruwel, Saskia.

In: British Journal of Educational Technologies, Vol. 47, No. 5, 2016, p. 906-917.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - The use of recorded lectures in education and the impact on lecture attendance and exam performance

AU - Bos, Nynke

AU - Groeneveld, Caspar

AU - Van Bruggen, Jan

AU - Brand-Gruwel, Saskia

PY - 2016

Y1 - 2016

N2 - Universities increasingly record lectures and make them available online for students. Though the technology to record these lectures is now solidly implemented and embed- ded in many institutions, the impact of the usage of recorded lectures on exam perfor- mance is not clear. The purpose of the current study is to address the use of recorded lectures in an authentic setting by focusing on the actual time spent on the usage of recorded lectures and the impact on lecture attendance and exam performance. The participants were 396 first-year university psychology students attending a mandatory course on biological psychology. During the course, student attendance to face-to-face lectures was registered and the viewing of the recordings monitored. Results revealed that a large amount of students used the recorded lectures as a substitute for lecture attendance. The group who uses recorded lectures as a supplement when developing a knowledge base score significantly higher on the assessment. When assessing higher order thinking skills, no significant differences were found between using recording lectures and attending lectures. This can be partly explained by relatively low predictive value either form of lectures have on exam performance.

AB - Universities increasingly record lectures and make them available online for students. Though the technology to record these lectures is now solidly implemented and embed- ded in many institutions, the impact of the usage of recorded lectures on exam perfor- mance is not clear. The purpose of the current study is to address the use of recorded lectures in an authentic setting by focusing on the actual time spent on the usage of recorded lectures and the impact on lecture attendance and exam performance. The participants were 396 first-year university psychology students attending a mandatory course on biological psychology. During the course, student attendance to face-to-face lectures was registered and the viewing of the recordings monitored. Results revealed that a large amount of students used the recorded lectures as a substitute for lecture attendance. The group who uses recorded lectures as a supplement when developing a knowledge base score significantly higher on the assessment. When assessing higher order thinking skills, no significant differences were found between using recording lectures and attending lectures. This can be partly explained by relatively low predictive value either form of lectures have on exam performance.

KW - recorded lectures

U2 - 10.1111/bjet.12300

DO - 10.1111/bjet.12300

M3 - Article

VL - 47

SP - 906

EP - 917

JO - British Journal of Educational Technologies

JF - British Journal of Educational Technologies

IS - 5

ER -