From reasonable adjustment to inclusive practice: the undiscovered country? Exploring the influence of lecture capture technology on academic outcomes and learning experiences for disabled students in higher education.

Abstract

This thesis investigates the influence of the provision of lecture recordings on the academic outcomes and learning experiences of students in one higher education institution, focusing particularly on any differing effects for disabled and non-disabled students. Whilst there is a growing body of literature related to the provision of lecture recordings, there are few studies which focus specifically on the experiences of disabled students in this regard. My study is situated in the context of the growing participation of disabled students in tertiary education, developments in the conceptualisation of disability and related legislative and regulatory frameworks, alongside evolving theories of inclusive pedagogy and advancements in assistive technology. There is significant current debate concerning the educational value of the provision of lecture recordings, which is considered by some as an exemplar of inclusive educational design but questioned by others in terms of its pedagogical justification and due to other apprehensions. My study aims to contribute to this debate, and to enhance current knowledge. The impact of the Covid-19 pandemic on the role of assistive technology in educational settings has made research of this nature even more pertinent. The foundation of my study lies in the philosophical paradigm of pragmatism, aligning with my commitment as a practitioner-researcher to conduct research which contributes to academic knowledge and has the potential for real-world application; connecting theory and practice. The study employs an exploratory mixed-methods design. A distinct quasi-experimental element, using time-series analysis, investigates the relationship between the introduction of lecture recordings, disability status, and examination results. Additionally, a separate quantitative and qualitative design element examines the learning experiences of disabled and non-disabled students and also explores relationships between student approaches to learning and the reported strategies employed by students in their use of recordings. My study identified a number of key findings. While there were no significant observed effects on overall exam marks for either disabled or non-disabled students following the introduction of lecture recordings, evidence was present to suggest a meaningful effect on classification for some disabled students. The finding of persistent disparities in exam marks between disabled and non-disabled students pre and post-intervention, mirroring existing institutional and national data, suggests that factors other than access to recordings may play a role in influencing academic outcomes. Significant differences were identified in the perceptions of disabled and non-disabled students of the effect of the provision of lecture recordings on their learning experiences, as well as in their approaches to learning preferences and reported recording usage strategies. I discuss whether these findings are related to different student presage factors, particularly the impact of impairment in lectures and how these relate to theories of learning. My study suggests avenues for further research and emphasises the importance of evidence-based communication with students on the effective use of recordings, where they are provided, as well as the consideration of context and presage factors when applying the principles of inclusive pedagogy, which has important implications for theory and practice.