Lecture capture: Practical recommendations for students and instructors

Emily Noordmann*, Carolina Kuepper-Tetzel, Louise Robson, Stuart Phillipson, Gabi Lipan, Peter McGeorge

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

12 Citations (Scopus)


In this article, we provide practical recommendations to help promote self-regulated strategies for the use of lecture capture for both students and instructors. For students, we suggest that the importance of attendance and effective note-taking should be reinforced, as well as specifying how lecture capture can best be used as a catch-up or revision aid. For instructors, we highlight the need to provide guidance for students on how to learn and to adopt a context-dependent approach to lecture capture based on pedagogical considerations, rather than all-or-nothing. Regarding the issue of the relationship between lecture capture and attendance, we suggest the focus should move to a more nuanced discussion of why students fail to attend lectures and how they are using lecture capture. Finally, we discuss other concerns commonly raised by instructors related to lecture capture. Our student guidance is available for dissemination in infographic form at https://osf.io/esd2q/files/. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
Original languageEnglish
Pages (from-to)174-193
Number of pages21
JournalScholarship of Teaching and Learning in Psychology
Issue number3
Early online date16 Jul 2020
Publication statusPublished - 2020


  • lecture capture
  • lecture recording
  • self regulated learning
  • learning strategies


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