Recording teaching sessions – arguments for

As mentioned in the overview of the framework, inclusive practice should accommodate a range of learning preferences and allow for differences between learners. Recording lectures allows different learners open access to teaching delivery so that they can learn at their own pace and it allows them to control how they access the material at a later date to suit their learning needs. Other universities which are moving towards recording of all large teaching sessions provide an indication of the range of benefits which such an approach facilitates:

  • It provides a study-aid for review and revision;
  • It helps accommodate different learning styles;
  • To assist students who do not have English as their first language; and
  • To assist students who have particular educational needs.

Manchester University (2016)

According to Bristol University, students are expecting:

  • Flexible learning – anytime and anywhere access to learning materials, at the student’s own pace;
  • Multi‐modal learning – providing learning materials in multiple formats to suit individual learning preferences;
  • Deep learning – ability to evaluate and contextualise learning materials over time
  • Innovations in pedagogy – for example the use of recorded material for viewing in advance of lectures to create space for more interaction within lectures;
  • Accessibility – particularly useful for students with special educational needs or whose first language is not English;
  • Practicality – ability to pause, repeat and/or revisit complex learning materials to increase understanding.