In some cases, a decrease in academic performance was found. While some studies found a significant increase in student grades after introducing lecture capture, others reported no or only marginal effects. Whether lecture capture actually improves student learning and attainment is, however, still a matter of debate. Many students perceive lecture capture as important to their studies and think that it helps them to achieve better grades. They also report that lecture capture makes learning easier, for example by facilitating note taking and helping with revision. Students like the flexibility and convenience associated with the availability of lecture recordings. Undoubtedly, lecture capture is popular with students. In addition, the technology plays a role in creating inclusive curricula, for example by helping to overcome language barriers and by supporting students with dyslexia and other specific learning disabilities. found that lecture capture reduces student anxiety by providing a supportive environment to some students. Many studies have investigated the benefits and drawbacks of lecture capture. In addition, factors such as high student numbers, inadequate funding and the increased need for students to work while studying may also play a role in an institution's decision to introduce systematic recordings of lectures. universities are under pressure from students to adopt web‐based lecture technologies such as lecture capture. Lecture capture is becoming increasingly commonplace in Higher Education settings in the UK and worldwide. The term ‘lecture capture’ refers to the real‐time recording of live (face‐to‐face) lectures, simultaneously recording audio signals such as the instructor's voice as well as images (such as PowerPoint slides) and sound on the computer (here, the term ‘lecture capture’ does not include pre‐recorded lectures used for blended/online and/or flipped learning). The outcomes of our study suggest that lecture capture provision may negatively affect some students' attendance and study behaviour, and thus, we suggest more needs to be done to mitigate against this. However, about one‐third of the participants reported skipping more classes, and the same participants were more likely to postpone catching up on missed lectures. For most students, lecture capture did not affect self‐reported live lecture attendance patterns. For many, lecture capture seems to reinforce the view that memorisation equals learning, a view that may be reinforced by knowledge‐focussed assessment formats. Students reported that they spend a considerable amount of time watching recordings and making verbatim notes, leaving them little time for independent study. The participants in our study were convinced that lecture capture improved their learning, and many students noted that they were dependent on the recordings, thinking that without them, they would not be able to achieve good grades. Here, we performed a survey ( n = 694, 53% of the cohort) and set up focus groups (2 focus groups, 15 participants) to explore biological sciences students' perceptions of how lecture capture impacts their study behaviour when recordings are provided for every lecture and are made available to students without restriction. It is popular with students who like the associated flexibility and believe that lecture recordings improve their grades. Lecture capture (the real‐time recording of live lectures) has become commonplace in higher education.
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