लोअर क्रिटिकल फॉर रेगुलेटिंग ऑन लाइफ एस वेल एस टू गारंटी ऑप्शन ए पर्सन बेनिफिट्स ऑप्शन बी ए लाइब्रेरी फॉर ऑल ऑप्शन सी एंटरटेनमेंट फॉर ऑल
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Answer:
I think it depends on a number of factors - if it is standard practice to record sessions and make available to students then it is likely some will choose to rely on this, almost as if doing a distance paper. This can be for a variety of valid reasons, or simply because they see it as an 'easy option'! the difficulty with determining how much is learnt is similar to assessing students who attend. There are always students who sit through lectures and presentations, but essentially take in very little, so it can be a difficult process to monitor. If the sessions are recorded, but also interactive, often the discussion within the class group is not clearly picked up, so the student then misses out on the extra knowledge generated in this way. I think though that ultimately the student must also take some responsibility for their learning - and recognise that by listening only to the recordings, there may well be missed opportunities to clarify or futher explore the topic. If you want to assess their uptake of knowledge it may be worth having additional formative assessments at various points, but I think that for some students it may work well to mix attendance and accessing the audio, but not for all.
Explanation:
Hope, this will help you.