After the return to on-campus teaching post-Covid, reports of student disengagement and low attendance are common and anxieties over the relationship between lecture recordings and attendance have re-emerged, leading some educators to remove recordings. To understand the potential impact of such decisions, this study explored how neurodivergent and disabled students use recordings using a qualitative survey approach. Reflexive thematic analysis emphasised the need for learning flexibility and questioned traditional lectures. Neurodivergent and disabled students raised concerns over accessibility, highlighting the crucial nature of recordings beyond attendance. For example, features such as pausing or speed adjusted were described as vital for managing learning among disabled and neurodivergent participants. Our findings do not support an uncritical view of lecture recordings. Participants discussed the self-discipline required for effective use and responses reflected prior concerns discussed in the literature regarding recordings leading to focusing on lectures to the detriment of other sources of information. However, despite challenges, we found multiple examples of students using recordings to maintain engagement as a successful self-regulated learner. In line with Universal Design for Learning, our findings support the provision of lecture recordings as an inclusive and accessible technology for all students, not just those with declared disabilities. All data and analysis code is available at https://osf.io/ue628/.

新冠疫情结束后重返校园教学后，有关学生脱节和出勤率低的报道很常见，而且对讲座录音和出勤率之间关系的担忧再次出现，导致一些教育工作者删除了录音。为了了解此类决定的潜在影响，本研究通过定性调查方法探讨了神经分歧和残疾学生如何使用录音。反思性主题分析强调学习灵活性的必要性并对传统讲座提出了质疑。神经分歧和残疾学生对可访问性提出了担忧，强调了录音在出勤之外的重要性。例如，暂停或速度调整等功能被描述为对于管理残疾人和神经分化参与者的学习至关重要。我们的研究结果并不支持对讲座录音不加批判的看法。参与者讨论了有效使用所需的自律，回应反映了文献中讨论的先前关于录音导致专注于讲座而损害其他信息来源的担忧。然而，尽管面临挑战，我们还是发现了多个学生使用录音来保持作为成功的自我调节学习者的参与度的例子。根据通用学习设计，我们的研究结果支持将讲座录音作为一种包容性且易于使用的技术提供给所有学生，而不仅仅是那些被宣布为残疾的学生。所有数据和分析代码均可在 https://osf.io/ue628/ 获取。