Continuing with my series of soft questions on teaching practice:
My university uses a system whereby all lectures (given via computer slides or hand-writing on a sort of overhead projector called a visualiser) can be recorded and placed online with zero effort by the lecturer. We just have to tick a box to make it happen.
The question is: for a large first-year Calculus unit (500+ students) taken mostly by students who are intending to major in Engineering, is it academically better for the students to HAVE online access to recorded lectures or to NOT HAVE online access to recorded lectures?
Our department debates this endlessly: the people in the "PRO recording" camp mention that many students have part-time jobs or lecture clashes or live very far from campus and this allows them to participate, while the people in the "ANTI recording" camp say that it encourages absenteeism and "putting off" the work until just before the exam when it is far too late.
So I guess the question is:
- on average do recordings help more students than they hinder, or vice versa?
Again, all opinions welcomed, though those backed with documented research especially so.