Inclusive learning environment

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AMOSSHE Insight: inclusive learning environments

This project, undertaken by the University of Winchester, aims to gather information about different means of recording teaching sessions, and use learner analytics to provide comparative data on attendance and performance.

Project leaders: Lesley Black (Head of Wellbeing) and Rebecca Kelly (Inclusive Practice and Support Co-ordinator), University of Winchester.

University of WinchesterTotal award from AMOSSHE: £3,209.

Find out more about the project:


Many higher education providers are moving towards mandatory use of lecture capture, but lecture capture cannot meet the needs of all students, disabled or otherwise. The project team believes that there is a need to develop a more bespoke suite of recording options from which students or staff can choose. Staff could then select an option appropriate to their discipline or teaching style, and students could choose something appropriate to their learning style or additional needs.


Aims and objectives

This project - ‘Beyond lecture capture: creating a more inclusive learning environment via different recording methods’ - aims to think beyond lecture capture and consider the varying needs of students and staff with regards to recording of teaching sessions, in order to identify viable methods of recording teaching sessions that meet the needs of both students and teaching staff.

This research aims to identify appropriate technology for a variety of disciplines and additional requirements, and gather qualitative evidence of the impact of the technology on the students’ learning experience and staff’s teaching experience. Using learner analytic data, the team also aims to provide comparative quantitative data on student attainment and attendance.

The project will stem from the hypothesis that recording of teaching sessions by academics enables and better student experience and a more inclusive (and therefore successful) learning and teaching environment. The team will explore different recording options that can assist in enabling access to learning for those who cannot be there on health or disability grounds, and that can assist with distance learning. The team will primarily focus on these recording options:

  • Audio-notetaker to be used by staff.
  • Self-recording by the students using a minimum of two methods.
  • Mobile audiovisual recording by the teaching staff via a head camera.



This project builds on the outcomes of a pilot project running in semester two of the 2017/18 academic year, which explores different ways of recording taught sessions and seeks to capture staff attitudes to, and experiences of, recording. The AMOSSHE Insight-funded project will develop and broaden the findings of this initial research.

The project uses mixed methodology. Using the information from learner analytic software, quantitative data will be available on student attainment and student attendance. This will provide comparative data for each semester. The project will, however, mostly use qualitative research methods, including self-completion questionnaires, semi-structured interviews and focus groups, to measure student satisfaction (and demand) and also impact on wellbeing. Academic participants will be sourced via snowball sampling and peer esteem (PEST) snowball methodology, allowing the researchers to identify pockets of engaged, interested academics who have either expertise in recording of teaching, or who are keen to develop their practise. Student participants will be identified via disability advisers who will act as gatekeepers.


Intended outputs

The project team intends to confidently recommend workable ways of moving forward with recording on campus. The team will present viable options for academic staff across the sector who may use a variety of delivery methods.


AMOSSHE, The Student Services Organisation is a UK non-profit professional association. Company registration number 4778650.
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