Lecture capture: reflections on pedagogy vs. perception

I have been sitting on this piece of writing for a while now. Partially due to time factors but mostly due to how these thoughts might be interpreted, or rather misinterpreted, given the current HE sector trends. I originally intended this piece to help inform close colleagues from different disciplinary contexts about the pedagogy underpinning lecture capture technologies, but it occurred that this was a conversation that was worth having in a wider forum. There is a wide selection of papers that look at student perception of lecture capture but evaluation strategies rarely include front‐line teaching staffs’ opinions (Sim, 2018). I use the qualifier ‘front‐line’ because where staff are concerned, lecture capture seems to form a nexus around which teachers and managers differ in opinion. These opinions seem to depend on individual drivers of success and excellence. I should state up front that I am lecture capture neutral, meaning that I think of it as a tool and, as with all tools, if you use it well, it works, and if you do not, it does not. I thought it was time to share my views in the hope that colleagues can use these points to better inform their use of this divisive learning technology.