Abstract
Many universities now use lecture capture. We used focus groups to investigate perceptions of lectures and their capture in staff (
N
= 8) and students (
N
= 17). We found that staff and students held different views of lectures and this impacted on their perceptions of lecture capture. Our findings confirmed a range of previously identified uses of lecture capture and additionally demonstrated its use to model expert behaviour. Furthermore, we report here that students felt lecture capture reduced anxiety, particularly for those with disabilities, indicating that lecture capture may be a useful tool in creating an environment that supports mental wellbeing. Despite this potential value of lecture capture, it was still perceived to have some negative impact on the live lecture; reducing the interaction with students and prevent staff using anecdotes and humour in their teaching, which could reduce the value of the lecture capture.