44 | JADE
ARTICLE #4 | 45
KATHERINE HAXTON
EVALUATION OF THE USE OF LECTURE RECORDINGS IN CHEMISTRY MODULES
was most popular (61/99. Audio only was not thought to be useful.
When students know that lecture recordings will be available,
there is some influence on the decision to attend. Only 5 students
responding indicated that this does influence their decision to
attend, 12 had never considered it and the vast majority in each
year group indicated that there was no influence on their decision.
Care must be taken to note that this survey was conducted with
those first and second years students who were attending a lecture,
knowing that it would be recorded. There were limited responses
from those absent and those in third year.
A majority (63%) of students felt it was fair to limit access to
recordings to only those students who attended the class, but only
36% agreed that it was fair to set short quizzes to access recordings
(figure 1). There was some variation between year groups with 48%
of first years agreeing with attendance requirements (statement 2,
figure 1), but 77% of second years and 80% of third years. Second
years found the idea of short quizzes least fair (46% agreeing with
statement 1, figure 1) but had never experienced this mode of access
control. First years had experienced quizzes and 28% regarded it
as unfair, and 31% considering access control based on attendance
unfair.
Figure 1: student perceptions of requirements to access lecture
recordings by year group.
Use of recordings when