Document Type

Article

Publication Date

2-15-2016

Department

Kinesiology & Health Education

Abstract

Lecture capture technology is fairly new and has gained interest among higher institutions, faculty and students alike. Live-lecture (LL) is captured in real-time and this recording, LC, is made available for students to access for later use, whether it be for review purpose or to replace a missed class. Student performance was compared between those attending LL only and the other group utilizing LC in addition to LL in two randomly chosen lectures. We found that the overall exam performance was indistinguishable between the LL and the LC groups. Additionally, there was no significant difference in student performance between the two groups on questions that originated from these two lectures. Subsequently, the exam questions that came from these two lectures were separated into three Bloom’s levels: memorization questions (MQ), comprehension questions (CQ), and application questions (AQ). Once again, there was no significant difference between these three tiers of questions. Additionally, we explored whether it is students with higher grades or lower grades in this course that were viewing LC and found that there was no correlation. This study thus suggests that LC is utilized by students of all grade levels but its exploitation is not associated with a grade enhancement at distinctive Bloom’s levels.

Comments

This article was originally published in Journal of Curriculum and Teaching, available online at http://dx.doi.org/10.5430/jct.v5n1p11.

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