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Lecture capture in large undergraduate classes: Student perceptions and academic performance
ARTICLE

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Internet and Higher Education Volume 14, Number 4, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

Many higher education institutions are now digitally capturing lectures in courses and making them available on the Web for students to view anytime and in anyplace. This study is an attempt to understand the relationship between student perceptions of lecture capture and academic performance in large undergraduate courses where the practice is most commonplace. Students in five large undergraduate courses (N=439) responded to a survey on their perceptions of lecture capture used in their course and academic performance was measured by the final course grade. Results suggest that higher achieving students view recordings significantly less often than low achievers. High achievers also tend to fast forward and view certain sections of recordings only once, whereas low achievers view the entire recording multiple times. The conclusion is that lecture capture is more likely to be of benefit to low achieving students.

Citation

Owston, R., Lupshenyuk, D. & Wideman, H. (2011). Lecture capture in large undergraduate classes: Student perceptions and academic performance. Internet and Higher Education, 14(4), 262-268. Elsevier Ltd. Retrieved March 24, 2019 from .

This record was imported from Internet and Higher Education on February 1, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2011.05.006

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