Several factors may impact decisions to release course recordings. These factors mainly relate to course format. In addition, having access to course recordings may lower the threshold for students in attending class. A brief summary of recommendations can be found below:

Lecture (most appropriate): The traditional lecture is ‘teacher-centered’ and a one-way transmission of information with little student-instructor interaction. The lecture model parallels the delivery methods found in a textbook. As with textbooks, students in a traditional lecture course may benefit from multiple reviews of the material. In addition, lectures are typically fast paced and thus information can be missed by students. Research has demonstrated that in traditional lecture-type courses with good note sets or textbooks, student performance is fairly independent of attendance – that is, attending class is unnecessary as information can be obtained elsewhere. In extreme cases at some institutions, lecture-type classes do not meet and students obtain nearly all information from pre-taped lectures.

Lecture with active learning: Incorporating active learning within a lecture format moves the course into a more student-centered approach. Gains in learning are achieved when students participate in class. Therefore, watching lectures is not as effective as attending class and participating in those class activities. The appropriateness of releasing class recordings will depend on the balance between lecture and active learning activities. The more active learning activities, the less appropriate releasing class recordings may be.

Discussion/Cooperative Learning (least appropriate): This course or class format is very student-centered and is focused on student-faculty interaction. The benefit comes to the student through active participation in class. Class recordings, though potentially minimally beneficial to students, reduces the need for students to participate and promotes voyeuristic learning. Student performance is enhanced in these models if students are actively engaged. These courses are by nature slower in pace than lectures and students are less likely to miss important points. Releasing class recordings in these formats may hinder the instructor’s goals in setting up the class environment because of reduced student attendance or participation.