Developing the inclusive curriculum: Is supplementary lecture recording an effective approach in supporting students with Specific Learning Difficulties (SpLDs)?

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@article{ad796735fafe48d4b52a5705da2f71a3,
title = "Developing the inclusive curriculum:: Is supplementary lecture recording an effective approach in supporting students with Specific Learning Difficulties (SpLDs)?",
abstract = "Supplementary lecture capture is widely used in higher education as the recordings generated are highly valued by students. Here we used a between-subjects, mixed methods study to evaluate whether this approach can support the learning of students disclosing Specific Learning Difficulties (SpLDs). We used a {\textquoteleft}Lecture – Independent study – Exam{\textquoteright} design, and two groups of students: (i), 42 participants disclosing dyslexia, and (ii), 50 students with no disclosed SpLDs, to assess the impact of studying with lecture recordings on academic performance.We show that independent study with a lecture recording is as effective as studying with a textbook in supporting academic performance. Importantly, both groups of students performed equally, despite the barriers that lectures present for many disclosing dyslexia. These students suggested that lecture recordings compensated for these difficulties due to their on-line availability, engaging format and ability to support a range of learning approaches. We conclude that lecture recordings are an effective way to support students disclosing dyslexia and other SpLDs, and have a role to play in inclusive curricula.",
keywords = "Lecture recording, Dyslexia, SpLD, Inclusive curriculum",
author = "Karl Nightingale and Vikki Anderson and Susan Onens and Qulsom Fazil and Helen Davies",
year = "2019",
month = mar,
doi = "10.1016/j.compedu.2018.11.006",
language = "English",
volume = "130",
pages = "13--25",
journal = "Computers & Education",
issn = "0360-1315",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - Developing the inclusive curriculum:

T2 - Is supplementary lecture recording an effective approach in supporting students with Specific Learning Difficulties (SpLDs)?

AU - Nightingale, Karl

AU - Anderson, Vikki

AU - Onens, Susan

AU - Fazil, Qulsom

AU - Davies, Helen

PY - 2019/3

Y1 - 2019/3

N2 - Supplementary lecture capture is widely used in higher education as the recordings generated are highly valued by students. Here we used a between-subjects, mixed methods study to evaluate whether this approach can support the learning of students disclosing Specific Learning Difficulties (SpLDs). We used a ‘Lecture – Independent study – Exam’ design, and two groups of students: (i), 42 participants disclosing dyslexia, and (ii), 50 students with no disclosed SpLDs, to assess the impact of studying with lecture recordings on academic performance.We show that independent study with a lecture recording is as effective as studying with a textbook in supporting academic performance. Importantly, both groups of students performed equally, despite the barriers that lectures present for many disclosing dyslexia. These students suggested that lecture recordings compensated for these difficulties due to their on-line availability, engaging format and ability to support a range of learning approaches. We conclude that lecture recordings are an effective way to support students disclosing dyslexia and other SpLDs, and have a role to play in inclusive curricula.

AB - Supplementary lecture capture is widely used in higher education as the recordings generated are highly valued by students. Here we used a between-subjects, mixed methods study to evaluate whether this approach can support the learning of students disclosing Specific Learning Difficulties (SpLDs). We used a ‘Lecture – Independent study – Exam’ design, and two groups of students: (i), 42 participants disclosing dyslexia, and (ii), 50 students with no disclosed SpLDs, to assess the impact of studying with lecture recordings on academic performance.We show that independent study with a lecture recording is as effective as studying with a textbook in supporting academic performance. Importantly, both groups of students performed equally, despite the barriers that lectures present for many disclosing dyslexia. These students suggested that lecture recordings compensated for these difficulties due to their on-line availability, engaging format and ability to support a range of learning approaches. We conclude that lecture recordings are an effective way to support students disclosing dyslexia and other SpLDs, and have a role to play in inclusive curricula.

KW - Lecture recording

KW - Dyslexia

KW - SpLD

KW - Inclusive curriculum

U2 - 10.1016/j.compedu.2018.11.006

DO - 10.1016/j.compedu.2018.11.006

M3 - Article

VL - 130

SP - 13

EP - 25

JO - Computers & Education

JF - Computers & Education

SN - 0360-1315

ER -