1. School of Psychology, University of Aberdeen
Turn up, tune in, don’t drop out: The relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study.
Dr. Emily Nordmann
School of Psychology, University of Aberdeen
@emilynordmann

2. Shameless self-promotion
Nordmann, E., Calder, C., Bishop, P., Irwin, A., & Comber, D. (2017). Turn up, tune in, don’t drop out: The relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study. Retrieved from psyarxiv.com/fd3yj (revisions submitted to Higher Education).
Nordmann, E., & Mcgeorge, P. (2018). Lecture capture in higher education: time to learn from the learners. Retrieved from psyarxiv.com/ux29v (under review at Computers and Education).

3. Previous findings Impact on attendance Overall, no systematic impact
Impact on achievement
Inconsistent findings
Supplementary use appears to be best
Potentially moderated by other factors

4. Our questions Does providing lecture recordings reduce attendance?
Does use of lecture recordings impact achievement?
Are the effects different for different levels of study?

5. Our study
Info on native speaker status, degree intention, GPA for each student
Attendance taken in class
Recording data retrieved from Kaltura Media Server
Data collected across all four years of a Scottish undergraduate degree for one semester
1st year three sub-courses
2nd year two sub-courses
Honours one course from 3rd and 4th year
Final exam grade as dependent variable
Overall exam grade for 1st and 2nd year

6. Analyses Comparisons of recording usage and attendance for:
Native vs. non-native speakers
Different sub-courses for year 1 and year 2
Correlations
Attendance, recording usage, GPA, exam grade
All regression models were constructed as follows:
A model containing relevant demographic predictors (native speaker, degree intention, gpa) was constructed.
A second model was then fitted retaining any significant predictors.
The final model introduced attendance and recording usage and the interactions with gpa.

7. Honours students Data from 3rd & 4th year students combined (n =57)
Correlation between exam grade and GPA
But only GPA predicts performance in the regression model

8. Second year students (n = 79)
Sub-course comparison
Attendance higher in course 2 than course 1
t (78) = 4.18, p < .001, d = .47)
But no difference in recording usage
t (78) = .616, p = .54, d = .07)
Native speaker comparison
No difference in attendance or recording use

9. Second year students
Positive correlations between exam grade, attendance and recording usage
Regression model
GPA and degree intention positive predictors
Attendance and recording usage did not improve model fit

10. First year N = 154 Three one-hour lectures per week
Two lectures provided full recordings, one did not

11. First year – native speaker status
Non-native speakers use the recordings more than native speakers
t(128.72) = 2.116, p = .036, d = .35

12. First year - attendance
Main effect of course on attendance
(F (1.66, ) = 23.70, p < .001, η² = .07)
Attendance for course 1 significantly higher than course 2 or 3
No difference between course 2 and 3
BUT confounds of time of delivery and course content

13. First year results
Positive correlations between exam grade, attendance, and recording use
But no relationship between recording use and attendance (which is actually a bit worrying)
Positive regression predictors:
GPA
Non-native speaker
Degree intention
Attendance
Recording use
GPA*Att*Recording

14. Low GPA students

15. Average GPA students

16. High GPA students

17. GPA*Att*Recording
Greatest benefit of recording use is seen in low GPA students with high attendance
Beneficial for weaker students when used as a supplement
Better students can mitigate the effects of not attending the lecture by watching the recording.
High GPA + att + record = poorer performance?
Deep vs. shallow processing?
Represents students who are struggling with the material?

18. Conclusions
No systematic evidence that lecture capture linked to lower attendance
Greatest impact at 1st year
Important to account for year of study and student ability when investigating lecture capture
Need to move away from the binary question of good/bad and focus on how to use lecture capture for maximum educational benefit for different groups of students

19. Thank you! Amy Irwin Colin Calder Peter McGeorge Paul Bishop
Darren Comber

20. Extra stuff for questions

21. All students
N = 290
No difference in recording use between native and non- native speakers
GPA, attendance and recording use all positive predictors of exam grade (in that order)
No relationship between attendance and recording use (r = -.09)

22. Issues Self-report data Bucketing continuous data Ecological validity
Sample variations

23. Where next for lecture capture research?
Need to move away from binary questions of good/bad
Distributed practice
Deep vs. surface learning
Why do students use lecture capture? What does it tell us about our teaching?

24. Moving policy forward

25. Level 1 regression table

26. Level 2 regression table

27. Honours regression table