Abstract
Many universities use lecture capture to record live lectures and make them available online, although this practice is not without controversy. We used an online survey to investigate perceptions of lectures and their capture in staff (N = 95) and students (N = 522). We found that they valued lectures and perceived capture differently, despite similar views on the type of learning lectures best support. Students were more positive about capture, utilising the online platform effectively. Exact use differed depending on whether students were substituting or supplementing attendance. Use of lecture capture was predicted by several factors including: demand of live lectures, attendance, and performance. Student attendance ratings were predicted by the availability of online resources and difficulty in getting to lectures, whilst staff felt only availability of online resources was critical in determining student attendance. Differing views of lectures and the importance of attendance may contribute to the different overall perceptions of lecture capture in these two groups.
•Students value lectures more highly but perceive less need for participation.
•Students perceive capture positively with little impact on the live lecture.•Use of capture is predicted by factors relating to the individual student.•Use of capture is also predicted by factors relating to the live lecture e.g. speed.•Lecture capture is one of several variables that negatively impacts attendance.