The Use of Lecture Capture and Student Performance in Physiology

Rim Mekonnen Hadgu, Sophia Huynh, Chaya Gopalan


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 thoseattending LL only and the other group utilizing LC in addition to LL in two randomly chosen lectures. We found thatthe overall exam performance was indistinguishable between the LL and the LC groups. Additionally, there was nosignificant difference in student performance between the two groups on questions that originated from these twolectures. 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 wasno significant difference between these three tiers of questions. Additionally, we explored whether it is students withhigher grades or lower grades in this course that were viewing LC and found that there was no correlation. This studythus suggests that LC is utilized by students of all grade levels but its exploitation is not associated with a gradeenhancement at distinctive Bloom’s levels.

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Journal of Curriculum and Teaching

ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)

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