Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning

• Published in: The Canadian journal for the scholarship of teaching and learning 2016-01, Vol.7 (1), p.1-18
• Main Authors: Groen, Jovan F, Quigley, Brenna, Herry, Yves
• Format: Article
• Language: English
• Subjects: Attendance; College Students; Echo 360; Educational Technology; Focus Groups; Foreign Countries; higher education; in structional technology; Interviews; Learning Strategies; lecture capture; Lecture Method; lecture recording; Mixed Methods Research; Ontario (Ottawa); Questionnaires; Student Attitudes; Student Satisfaction; Study Process Questionnaire; Technology Uses in Education; Video Technology; vodcast
• ISSN: 1918-2902; 1918-2902
• DOI: 10.5206/cjsotl-rcacea.2016.1.8

This study sought to provide a better understanding of how lecture capture technology is used by students and how its use is related to student satisfaction, attendance, and academic performance. Using a mixed method design with both quantitative and qualitative methods to collect data, instruments included a student questionnaire, interviews and focus groups, lecture capture usage statistics, and grades. Results showed that 63% of students were satisfied with lecture capture and 75% of students indicated that it had facilitated their learning. Students primarily used the recordings to learn what they had missed while in class (79%) or because they were absent (72%). 70% of students reported having watched at least 50% of the recorded material (27% watched all the material), and only 8% of students did not view any recordings. Student satisfaction had a significant positive relationship with the number of lectures viewed. In regards to attendance, the self-reported data from students indicated that 61% of students did not miss classes (none or just one class). Students with the greatest number of missed classes viewed the recordings more frequently. As for student achievement, 68% of students indicated that lecture capture helped them to achieve better grades. Students with lower course marks accessed the recordings more frequently than those with higher marks. Instructor perceptions were that lecture capture predominately helped average to below average students achieve slightly better marks, but had less of an impact on the grades for particularly low and high achieving students. Cette étude avait pour but de fournir une meilleure compréhension de la manière dont la capture de cours en vidéo est utilisée par les étudiants et comment son utilisation est reliée à la satisfaction des étudiants, à leur assiduité et à leurs résultats académiques. Grâce à un concept de méthodes mixtes comprenant des méthodes quantitatives et qualitatives pour recueillir les données, les instruments incluaient un questionnaire à remplir par les étudiants, des entrevues et des groupes de discussion, des statistiques sur l’emploi de la capture de cours, ainsi que des notes. Les résultats ont indiqué que 63 % des étudiants étaient satisfaits de la capture de cours et 75 % d’entre eux ont pensé que cette méthode avait favorisé leur apprentissage. Les étudiants ont principalement utilisé les enregistrements pour apprendre ce qu’ils avaient manqué quand ils étaient en classe (79 %) o