48 | JADE
| 49
KATHERINE HAXTON
majority of students felt that requiring attendance or submission of
good cause for the absence was a fair way of controlling access to
lecture recordings, but others indicated in comments that they felt
fees had some roll in determining that they would attend lectures.
“I find it important to attend every lecture to
ensure I understand as much content as
possible. Plus I’m paying £9,000 per year!”
- first Year Keele Chemistry Student
The opportunity to ask questions was also mentioned by several
students as good reason to attend. Setting short quizzes split the
class responses with second years feeling it was the least fair. Third
years were generally more in favour of methods that encouraged and
rewarded attendance. The use students’ make of lecture recordings
is a more complex issue. Students are very keen that lectures are
recorded and that the recordings are available. The increase in use
of recordings from first to third year could be due to several reasons.
The students may have adapted their study practice by third year
to make greater use of lecture recordings where available. The
complexity and quantity of unfamiliar material delivered in lectures
increases from first to third year and so the lecture recordings may
be used to aid in coping with this material. Further investigation into
this is warranted. Recordings are not viewed as a replacement for
a lecture with 85% of students disagreeing that lecture recordings
were only u