Captured content: Captured attention?

Abstract

This study evaluates a conventional lecture recording approach alongside a “flipped classroom” style where a short recording is shared prior to the lecture to stimulate discussion and activities. The main findings are that while students often request lecture recordings, the take-up is very low, and recordings of ten minutes or less are generally preferred. Regarding the flipped classroom approach, students did not speak with one voice but were positive overall. However, data from the lecture recording software indicates a lack of engagement prior to lectures. The authors suggest that teacher-centred approaches are prevalent in the University representing what Rancière calls “police”. For student-centred learning such as flipped learning to flourish, traditional, lecture-based learning should be positioned as complementary to active, student-centred approaches.