Making a difference with lecture capture? Providing evidence for research-informed policy

We search beyond basic measures of lecture capture usage amongst students in UK Higher Education to explore how and why Business students access recorded lectures. Conducted against a background of high student demand for captured lectures and institutional evidence gathering, we support an informed approach to implementing the technology. Through module design this study controls for key factors highlighted in previous papers: 100% group work is used, removing the immediate assumptions of individual learning and diluting the “revision” effect relating to summative exams. We follow two cohorts (2015-16 and 2016-17) of a final year (level 6) business module on corporate failure. The design of the module promotes independent and collaborative learning supported by key knowledge-based inputs. Basic data from our LMS together with a self-reporting survey of students taken at the end of the study period is used. We conclude that there is some evidence to suggest that lecture capture does not alter individual learning and usage preferences and does not impact physical lecture attendance. We also suggest that there is an option demand effect of lecture capture as student expectations of supply are met without the actual demand being consummated. •Research design to inform institutional Lecture Capture Policy.•Two-cohort research sample, controlled for assumptions of individual learning and exam/revision focus.•Benefits for note-taking and flexibility in learning.•No impact on lecture attendance.•Casts LC as “option demand” or a “safety net” for students that would be missed if removed.