I’ve just finished reading an interesting paper by Hillsley (2025) on the impact of lecture capture and how students are using the recordings in practice - and it has given me a lot to think about as Head of School. The study explored how 299 undergraduate biology students make use of lecture recordings throughout their studies and examined the student’s performance through their mid-term and final exams. The findings reaffirm for me why providing recorded lectures is not just a convenience to those students that might have missed the lecture but a commitment to inclusivity and equitable learning. 

The study found that students who viewed the lecture recordings performed noticeably better on their exams, scoring an average of 66.1% compared with 59.4% among the students who didn’t use the recordings. What stood out most was that it wasn’t simply whether students watched the videos, but how they watched them that mattered. Total viewing time was the strongest predictor of performance, with each additional hour boosting exam scores by around 1.74%. 

Interestingly, students who took a more focused approach - spending more time on fewer lectures - outperformed those who dipped in and out of many recordings. Unsurprisingly, habitual viewers tended to do better overall than those who crammed at the last minute; in fact, cramming had a negative effect on exam results. 

One point that particularly resonated with me was that while most students do access lecture recordings - around 72% in this study - they actually watch less than half of the total minutes available. Much of this viewing happens right before assessments, with more than half of all views occurring the day of or the day before an exam, and very few within 24 hours of the live lecture. 

The researchers framed this through the lens of self‑regulated learning (SRL), highlighting that effective use of lecture recordings requires planning, reflection, and strategic engagement - habits that we, as educators, can actively support and encourage. We cannot assume that by simply providing them will improve student learning – we need to provide them with the skills on how best to learn from these recordings. Perhaps providing prompts or questions related to the recordings or simply drawing their attention back to the objectives of the session. The skill of note making still applies to these recordings. 

But for me, the most critical takeaway was this: while lecture recordings can meaningfully improve performance, their value depends on thoughtful use - and importantly, not all top‑performing students rely on them. This reinforces the idea that lecture capture is not a “one‑size‑fits‑all” tool. It is one option in a broader ecosystem of learning support. 

And this is where inclusivity comes in. 

As a School, we record lectures as much as possible because it is part of our commitment to inclusivity and accessibility. Many of our students have diverse needs, responsibilities, learning preferences, and life circumstances. Recorded lectures are just one way to help level the playing field - they support those balancing work or caregiving responsibilities, those with disabilities or long‑term health conditions, and those who simply benefit from being able to pause, rewind, and process at their own pace. We want to provide our students with every opportunity to succeed. 

There’s clearly more to explore in this area and the authors highlight some of the limitations to their work, such as not accounting for overall attendance or the starting point of each students regards grade performance. There is a need for further research into understanding the context for the students’ use of the recording as well as more on how they are using the recordings. 

For us, though, the message is already clear - recording lectures matter. It is not because every student needs that recording, but because some students do. And for those students that do need the, it can make a meaningful difference not only to performance but to their sense of belonging and support. 

As we continue to build inclusive learning environments, we must not only provide tools like lecture capture but also help students learn to use them strategically - through guidance, pacing recommendations, and opportunities for reflection. The study suggests these kinds of nudges can make a real difference in how effectively students engage with recordings. 

So yes, I came away from this paper even more committed to our school’s approach: lecture recording is not an optional add‑on. It is a core part of making higher education accessible, equitable, and responsive to the diverse needs of all our learners, which is hugely important to us.