By Carolina Kuepper-Tetzel. Here you can find the text.
These findings have clear, practical implications for the learning environment at the university: Provision of lecture recordings does not affect lecture attendance but instead plays a positive role for non-native speakers in their 1st Year. Furthermore, low and high-achieving students benefit from using recordings through different processes (supplement versus substitute) depending on whether they attended many or few in-person lectures. As students progress in their studies, GPA remains the most important predictor of exam performance – neither attendance nor recording use predicted final exam grades. For 1st Year students, where lecture attendance and recording use were both significant predictors of exam grade, lecture attendance was the stronger predictor.