A new article published in the Higher Education journal examines the role of lecture recordings in advancing accessibility in higher education. University of Glasgow scholars Chiara Horlin, Barbora Hronska, and Emily Nordmann explored how students, especially those who are neurodivergent or have disabilities, use lecture recordings. They found that recordings proved to be an inclusive learning tool, as students were able to consolidate their notes after a lecture or take advantage of functional flexibility such as being able to pause or adjust the speed of the recording to manage their learning experience. However, the findings “do not support an uncritical view of lecture recordings,” as the participants emphasized the need for self-discipline to effectively use the recordings and avoid overreliance on them.
