By Carolina Kuepper-Tetzel. Here you can find the text.
Taken together, 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 the use of recordings through different processes (supplement versus substitute) depending on whether they attended many or few of the lectures in person. As students progress in their studies, GPA seems to stay as the most important predictor of exam performance – neither attendance or recording use predicted final exam grade. For 1st Year students, where lecture attendance and recordings use were both significant predictors of exam grade, lecture attendance was the stronger predictor.