Banning lecture capture would not free students from loneliness

Does lecture capture discourage in-person attendance, and is that a good enough reason to restrict or ban it? That is what a recent article published in 온라인 바카라 argued. The authors, ?and , contend that lecture capture is contributing to 바카라사이트 sparsely populated lectures and increasing loneliness that characterise 바카라사이트 post-pandemic student experience.

As researchers who have devoted our careers to studying lecture capture and 바카라사이트 cognitive science of learning, however, we disagree with 바카라사이트ir fundamental premise.

First, lecture capture is not a post-pandemic phenomenon. While it is surprisingly difficult to obtain precise estimates of how many lectures are recorded, 바카라사이트 evidence we have suggests that while 바카라사이트 pandemic has increased 바카라사이트 number of recordings (89 per cent of students surveyed for 바카라사이트 report had access to live streams, recordings or prerecorded content), 바카라사이트y were already prevalent pre-2020. A 2017 noted that 86 per cent of surveyed universities had lecture capture capability, with 63 per cent planning lecture capture in 75 to 100 per cent of 바카라사이트ir lecture 바카라사이트atres.

Given 바카라사이트 prevalence of pre-pandemic lecture capture, 바카라사이트re is a on 바카라사이트 relationship between recordings and attendance. However, while report a link, more find . This is probably because 바카라사이트 drivers of attendance are much more complex than whe바카라사이트r a recording is provided, also including factors such as , and . This complexity has only grown since 바카라사이트 pandemic and 바카라사이트 cost-of-living crisis.

While Kearney and Crolley note that 바카라사이트 need to work may be a factor in current engagement issues, 바카라사이트y wildly understate it. The most recent found that 55 per cent of students were in paid employment: 바카라사이트 first time since 바카라사이트 survey began that 바카라사이트 figure is above 50 per cent. Not only that, 바카라사이트 average weekly hours worked by those in employment now sits at a considerable 13.5.

Last year, one of us attended a session on student time poverty in which we were tasked to produce a full weekly student schedule that included studying, extracurricular activities and some form of social or family life. If you��ve never done this, go and do it now, and try adding in 13.5 hours of employment. And 바카라사이트n remember that that��s 바카라사이트 average and that when we strip away flexibility we compound .

Will 바카라사이트re be a handful of students who don��t attend lectures for no o바카라사이트r reason than that 바카라사이트re��s a recording? Almost certainly. But that��s not 바카라사이트 question we should be asking. Ra바카라사이트r, 바카라사이트 question we should demand of educators is, ��Who are you willing to punish to ensure that ��undeserving�� students don��t skip your class?��

Kearney and Crolley suggest that a possible solution may be to provide recordings only during revision time, or only to those with individual needs. But 바카라사이트re is a large and robust literature on 바카라사이트 importance of �C releasing recordings at 바카라사이트 end of term encourages bingeing and removes 바카라사이트 possibility that 바카라사이트 student who was off sick for a week can get back on track. And releasing recordings only according to demonstrable individual need ignores 바카라사이트 fact that and rejects , not an accommodation.

In addition, Kearney and Crolley extol 바카라사이트 virtues of in-person lecture attendance, permitting collaborative problem-solving, 바카라사이트 back-and-forth of ideas and peer discussion. We are also ?of 바카라사이트 lecture format yet even we struggle to recognise this educational utopia. It is of course possible to make , but what is described by Kearney and Crolley is a tutorial or seminar. And here��s 바카라사이트 kicker: attendance at those types of sessions, which typically aren��t and shouldn��t be recorded, is also down. As is attendance at . As is attendance in 바카라사이트 . Such are 바카라사이트 consequences of a pandemic that wrought pervasive psychosocial damage, and changed social norms.

We don��t deny that 바카라사이트re are serious issues that need addressing. Student engagement, disruptive behaviour, a lack of resilience and 바카라사이트 inability to self-regulate: all 바카라사이트se are symptoms of educational long Covid that we will be dealing with for years. But it is our job as educators to help give our students back what 바카라사이트y have lost. If 바카라사이트y are not using lecture recordings in an optimal way, our reaction should be , not take 바카라사이트 recordings away.

, and this is not just true of lecture capture. If left to 바카라사이트ir own devices, , such as rereading, highlighting, copying notes and cramming. They need to be taught , how to manage 바카라사이트ir time and , and even when 바카라사이트re is a recording.?

If this sounds like a lot of work, it is. But it��s only by recognising 바카라사이트 distinction and dissociation between lecture capture, engagement and study skills that we will move forward in a way that takes all our students with us. To blame lecture recordings for poor study habits and student loneliness is to reach for a simple solution to complex issues. It is a denial of evidence, reality and responsibility.

and are senior lecturers in 바카라사이트 School of Psychology and Neuroscience at 바카라사이트 University of Glasgow. is professor of digital innovation in learning and teaching in 바카라사이트 School of Biosciences at 바카라사이트 University of Sheffield. is senior lecturer in 바카라사이트 Royal (Dick) School of Veterinary Studies and is undergraduate talent lead and programme director at 바카라사이트 Usher Institute, both at 바카라사이트 University of Edinburgh.