Developing the inclusive curriculum: Is supplementary lecture recording an effective approach in supporting students with Specific Learning Difficulties (SpLDs)?

Abstract Supplementary lecture capture is widely used in higher education as the recordings generated are highly valued by students. Here we used a between-subjects, mixed methods study to evaluate whether this approach can support the learning of students disclosing Specific Learning Difficulties (SpLDs). We used a 'Lecture – Independent study – Exam' design, and two groups of students: (i), 42 participants disclosing dyslexia, and (ii), 50 students with no disclosed SpLDs, to assess the impact of studying with lecture recordings on academic performance. We show that independent study with a lecture recording is as effective as studying with a textbook in supporting academic performance. Importantly, both groups of students performed equally, despite the barriers that lectures present for many disclosing dyslexia. These students suggested that lecture recordings compensated for these difficulties due to their on-line availability, engaging format and ability to support a range of learning approaches. We conclude that lecture recordings are an effective way to support students disclosing dyslexia and other SpLDs, and have a role to play in inclusive curricula. Highlights • We evaluate whether supplementary lecture recordings can support the learning of students disclosing dyslexia. • We use a mixed methods approach to understand the barriers presented by lectures, and how students use lecture recordings. • We show lecture recordings can support significant increases in academic performance in students disclosing dyslexia. • We conclude that supplementary lecture recording can contribute to inclusive curricula. [ABSTRACT FROM AUTHOR]