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

Authors

  • Duyen Chu University of Greenwich
  • Hien Nguyen London South Bank University

DOI:

https://doi.org/10.21100/compass.v15i2.1261

Keywords:

Dynamic use of recap, Learning and Teaching Experiences, Optimisation, Business and Management Education, Pedagogy, Learning and Memory

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.

Author Biography

Duyen Chu, University of Greenwich

Dr Duyen Chu is a Teaching Fellow in Strategy and Management at Department of Systems Management and Strategy, Business Faculty, University of Greenwich.

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Published

2022-08-25

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Section

Research Articles