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

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).

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

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

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

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.

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

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

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

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

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

First year - attendance Main effect of course on attendance (F (1.66, 240.17) = 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

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

Low GPA students

Average GPA students

High GPA students

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?

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

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

Extra stuff for questions

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)

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

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?

Moving policy forward

Level 1 regression table

Level 2 regression table

Honours regression table