![]() ![]() Interestingly, in 2nd Year, non-native speakers did not make more use of the recordings than native speakers. At this point, this is my personal speculation only and needs further investigation. Thus, watching recordings later may have led to them getting confused with their initial understanding of the content or missing the bigger picture of the content. These students may have the tendency to overthink and to get lost in detail. It is not clear why this happened, but my speculation is that high-achieving students who attended many lectures already gained a good understanding of the content. Another striking finding that was revealed is that students with a high GPA who had attended most of the lectures in person actually performed poorer on the final exam if they had used more of the recordings. In other words, high achieving students can successfully use lecture recordings to make up for missed lectures, but low achieving students only benefit from using recordings if they use it as supplement to the lecture that they had attended. However, students with a high GPA only benefitted from an increased use of the recordings if they had attended few lectures. There was an interesting (and quite complex) finding regarding student GPA, attendance, and recording use: It turned out that students with a low GPA benefitted from an increased use of recordings if they had attended many of the lectures as well. Thus, students did not decide to drop going to lectures if recordings were supplied. Lecture attendance and use of recordings predicted final exam performance, but there was no correlation between attendance and use of recordings. Non-native speakers used lecture recordings more often than native speakers. So, do students prefer to listen to the lecture recordings and skip the actual lecture? The answer to this question is: No! Good news, right? But let us take a closer look at the more nuanced findings separately for 1st Year, 2nd Year, and 3rd/4th Year students: In the end, the researchers recorded the final exam performance of all students. ![]() In addition, demographic data such as native speaker status was assessed, and GPA data was retrieved. Thus, a general maturity that comes with attending university.įor an entire semester, students’ attendance in lectures and their use of lecture recordings through the virtual learning environment platform was measured. Plus, they examined these variables separately for 1st Year students, 2nd Year students, and 3rd/4th Year students to find out whether the relationships between lecture attendance, recordings, and performance would depend on the students’ educational maturity – a concept that reflects students’ experience with the university system, with successful study strategies, and with sitting exams. Furthermore, they took crucial factors into consideration such as student GPA or whether the student was a non-native speaker. Nordmann, Calder, Bishop, and Comber (1) not only investigated the relationship between lecture attendance and recordings, but – more importantly – examined the effects of these variables on student performance on the final test. ![]() Oh, if only there was a study that looked into the relationship between lecture attendance and recordings.You might have guessed it: There is such a study. ![]()
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