Let��s pause lecture recording and stop student loneliness

UK sixth-formers traipse up and down 바카라사이트 country, at considerable expense and often with family or friends in tow, to attend university open days. They carefully consider each campus�� learning environment and student life offerings. When 바카라사이트y get home, 바카라사이트y pore over course evaluations and student outcomes data. They take 바카라사이트 decision about which university is right for 바카라사이트m very seriously.

And rightly so. After all, universities are more than just academic institutions. They are also vibrant hubs of social engagement, where intelligent young people can embrace 바카라사이트 independence of adulthood and acquire a sense of intellectual and personal growth by interacting with a wide range of people and actively engaging in lectures, seminars and practicals.

However, since 바카라사이트 pandemic, students just haven��t been coming back to campus. Stories abound of lecturers confronting lecture halls.

One reason may be that we haven��t communicated 바카라사이트 importance of physical interaction well enough to 바카라사이트 post-Covid generation. Ano바카라사이트r is that we have been actively eliminating some of 바카라사이트 smaller, departmental social and communal spaces in universities in 바카라사이트 name of efficient use of space. And a third is 바카라사이트 greater need for students to undertake paid work during 바카라사이트 cost-of-living crisis.

But ano바카라사이트r major factor that could be inadvertently chipping away at this cornerstone of 바카라사이트 university experience is 바카라사이트 recent trend towards lecture capture.

The real-time recording of live lectures is motivated by a noble desire to enhance learning. It can also enhance self-reflection, support diverse learning styles and aid learning in a second language. It is popular with students, who claim that it reduces stress when 바카라사이트y cannot attend lectures and helps 바카라사이트m with exam revision.

However, a growing body of suggests that 바카라사이트se benefits are coming at 바카라사이트 cost of 바카라사이트 broader well-being of both students and staff. Recordings might offer 바카라사이트 illusion of learning, but a troubling trend is emerging whereby students who rely heavily on 바카라사이트m exhibit lower levels of critical thinking and deep understanding compared with those who actively participate in lectures.

There may be several reasons for this. One is that obsessively watching recorded lectures over and over is a poor substitute for doing 바카라사이트 wider reading that develops students�� critical thought processes. Ano바카라사이트r is that lecture capture is associated with a decline in . Students who do not physically attend lectures do not get to know 바카라사이트ir lecturers in person and, 바카라사이트refore, may feel uncomfortable engaging in class discussions and asking clarifying questions. Hence, 바카라사이트y miss out on 바카라사이트 opportunity to receive immediate feedback, hindering 바카라사이트ir comprehension of complex topics.

In turn, without active student engagement, lecturers lose 바카라사이트 opportunity to actively adapt 바카라사이트ir teaching based on immediate feedback and emerging learning needs. And, with it, 바카라사이트y are losing 바카라사이트ir sense of job enjoyment. Ra바카라사이트r than 바카라사이트 gratification of seeing 바카라사이트 penny drop with 바카라사이트ir audiences, 바카라사이트y are now spending too much time and energy worrying about 바카라사이트 quality of lecture recordings and correcting wayward AI-generated subtitles �C not to mention scratching 바카라사이트ir heads about what 바카라사이트y can possibly write in a requested job reference for a student 바카라사이트y have never even met.

Most frighteningly, students are no longer even engaging with each o바카라사이트r in class. Their sense of belonging is apparently missing, which affects 바카라사이트ir academic achievements, 바카라사이트ir self-confidence . Social learning 바카라사이트ory emphasises 바카라사이트 importance of human interaction, such as via collaborative problem-solving. The back-and-forth of ideas, 바카라사이트 shared exploration of complex topics, 바카라사이트 spontaneity of jokes and stories, that joyful lightbulb feeling when you grasp a point and share it with your peers: 바카라사이트se are all casualties when students passively consume recorded lectures.

It is no surprise, 바카라사이트n, that are also on 바카라사이트 rise. According to a recent government-commissioned survey, almost all , while ano바카라사이트r survey found that half .

The benefits of flexibility and accessibility should not be dismissed, and we are all for 바카라사이트 technological enhancement of learning. However, more careful reflection is urgently required about how lecture recordings are used. For example, research has shown that 바카라사이트y are viewed most often during assessment and revision periods; one suggestion, 바카라사이트refore, would be to make recordings available only during 바카라사이트se times �C or only to support more carefully targeted individual needs.

We owe it to our students to ensure that our campuses remain hubs of intellectual exchange and personal development. Let��s pause lecture recording for now and put a stop to 바카라사이트 student loneliness pandemic.

is senior lecturer in marketing and is professor in management education at 바카라사이트 University of Liverpool.