![]() Some professors have also expressed concerns that if lecture recordings are made available on demand, in-person lecture attendance could decrease and students may not retain material as well by watching online recordings (compared to attending lectures in person). ![]() To overcome this obstacle, Stanford only needs to purchase video and audio recording equipment and train TAs how to use it - a feat that MIT has demonstrated to be achievable through MIT OpenCourseWare (even with an endowment around $10 billion less than Stanford’s). In addition to obtaining participants’ consent, the University would have to provide the equipment and labor needed to record lectures and make them available to students. For example, the University could require all lecture participants to consent to be recorded for the winter quarter prior to the start of in-person instruction. Now, with in-person instruction tentatively set to resume week three of the winter term, obtaining consent may be less convenient, but it’s not impossible. During the 2020-2021 academic year, consent was easily obtained as Zoom prompted everyone participating in the live lecture to acknowledge that the recording was “in progress” before participating. For lecture recordings to be made available, all participants must consent to be recorded. The most challenging obstacle to providing students with full video and audio recordings is likely the issue of consent. While this solution may sound easy to achieve, there are significant yet definitely surmountable obstacles to its implementation. Hopefully, such a requirement would remove any incentives that potentially sick students might have to come to class and consequently reduce the spread of COVID-19 and other illnesses. And it’s also one that the University could easily eliminate by requiring that complete recordings be provided for all lectures, at least for the duration of the COVID-19 pandemic. However, this choice is one that students should not have to make. Thus, if a course does not provide a complete lecture recording, sick students are forced to choose between the health of their classmates and doing well in their courses. Lecture notes rarely capture the nuanced components of a lecture, PowerPoints often omit the connections between the material on individual slides for the sake of brevity and audio recordings are difficult to follow because of ambiguous references to “this” and “that” which only make sense with a visual aid. While lecture notes, PowerPoint slides or audio recordings do mitigate the effects of missing class for an illness, they don’t provide the full benefit that a complete lecture recording (a recording that includes both video and audio of the lecture) provides. Instead, Stanford must actively encourage students feeling sick or exhibiting COVID-19 symptoms to recuse themselves from attending class to prevent them from potentially infecting others.Ĭurrently, many courses incentivize sick students to attend class by not providing complete lecture recordings. In the middle of a pandemic, however, Stanford can no longer afford to treat students coughing en masse so casually. In previous years, such coughing could be written off as the flu or common cold making its seasonal rounds. This past quarter, students and faculty alike noticed that lectures were constantly interrupted by a cacophony of coughing from students.
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