This research consistently shows that students have positive perceptions of lecture capture (Gosper et al., 2008 Heilesen, 2010 McGarr, 2009 O’Callaghan, Neumann, Jones, & Creed, 2017 Pons, Walker, Hollis, & Thomas, 2012 Traphagan, Kucsera, & Kishi, 2010), irrespective of age, gender, enrolment mode or attendance pattern (Gosper et al., 2010). In recent years, the recording of live lectures, referred to as lecture capture, has become increasingly common and has already been the focus of considerable research (Deal, 2007 Evans, 2008 McGarr, 2009 Scutter, Stupans, Sawyer, & King, 2010 Traphagan, 2005 Woo et al., 2008). Furthermore, lectures provide students with an opportunity to see how experts approach tasks (Feldon, 2010), and can help build new knowledge into their existing frameworks (Mallin, 2017) in a way that they may not managed from reading alone (Kirkpatrick, 1990). Research shows that students value lectures, reporting that they feel involved in learning and able to engage in independent thinking and problem solving during teaching (Covill, 2011).
Lectures are commonly used within universities, offering a practical approach to teaching large classes (Behr, 1988).
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