Recapping: effective pedagogy to ensure inclusivity and optimise learning and teaching experiences

Journal article


Nguyen, H. and Chu, D (2022). Recapping: effective pedagogy to ensure inclusivity and optimise learning and teaching experiences. Compass: Journal of Learning and Teaching. 15 (2), pp. 1-15. https://doi.org/10.21100/compass.v15i2.1261
AuthorsNguyen, H. and Chu, D
Abstract

Recaps have long been used in the media industry, where they have been found to be effective in supporting viewers’ understanding and recall of information. More recently, recaps have been explored in educational settings. This study examines whether recapping can support inclusivity and help to optimise learning and teaching experiences in the context of a business school in a widening participation university. We applied a mixed-method approach to collect data from both students and instructors. We used questionnaires to capture quantitatively their perceptions about recapping and semi-structured interviews to explore their opinions in more depth. Our findings indicate that recapping is perceived as an effective pedagogical approach that can improve learning experience of students, teaching experience of teachers and ensure a more inclusive environment. The research makes both theoretical and methodological contributions to the literature.

KeywordsDynamic use of recap, Learning and Teaching Experiences, Optimisation, Business and Management Education, Pedagogy, Learning and Memory
Year2022
JournalCompass: Journal of Learning and Teaching
Journal citation15 (2), pp. 1-15
ISSNhttps://journals.gre.ac.uk/index.php/compass/article/view/1261
Digital Object Identifier (DOI)https://doi.org/10.21100/compass.v15i2.1261
Web address (URL)https://journals.gre.ac.uk/index.php/compass/article/view/1261
Publication dates
Print26 Aug 2022
Publication process dates
Deposited30 Aug 2022
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File Access Level
Open
Accepted author manuscript
License
File Access Level
Controlled
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