"lecture recordings" is a correct and usable phrase in written English.
It can be used to refer to audio recordings of lectures, such as those used in online classes. For example: "The professor provided lecture recordings for students to review after the course ended."
I've been looking for a way to convert lecture recordings to text, but have been so far unsuccessful.
Both devices provide controlled access to annotated digital records of lectures, potentially freeing students from taking detailed notes, allowing them to re-access lecture recordings whenever they choose.
The learning space is by analogy the physical environment in a traditional ecosystem, includes (organisms) information and digital resources like slides, lecture recordings, blog entries and forum discussions; but also physical materials like books, notes and handicrafts, to mention some.
Students had access to either full lecture recordings, or sections of the full-lecture recordings which corresponded with the content of specific slides on their lecture handouts.
This does raise the important issue of using live lecture recordings versus studio recordings.
These podcasts took the form of downloadable audio lecture recordings available through the virtual learning environment WebCT.
In order to examine our proposed approach in a real environment, we performed speech recordings in a lecture hall of size 15×10×6 m, using six microphone clusters (with a 3-m spacing between adjacent clusters), each composed of four unidirectional microphone units and each facing 90° apart.
Since we can't put our hands on their lecture capture recordings, how about empowering the Newtons and Darwins of the future?
Analysis of usage of lecture audio recordings in another study also showed that a relatively small subset of medical students used the resources extensively, while the majority (> 70%) accessed the audio files infrequently or not at all [ 19].
"Essentially, what I existed for was to say, 'Go ahead, you'll live through it, get loaded, you don't have to be afraid.' " In lectures, in recordings and in five books, Mr. McKenna made his case for illegal substances that many experts consider highly dangerous.
The high saliency of these findings suggests that providing only lectures, or video recordings of lectures, risks leaving students behind with cognitive gaps and misunderstandings if they cannot ask questions (Milman, 2012).
