The impact of lecture capture on academic performance
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Technology usage in the classroom has grown since the 1990s and student access to high end technology has become a national priority underscored by presidents, presidential candidates, governors, state legislatures, and corporate leaders (Peck, Cuban, & Kirkpatrick, 2002, p. 2). Students are among the many groups affected by technology; however, the technologies in most of America's schools have not kept pace with the technologies used in the larger society (Mecklenburger, 1990, p. 106). Because technologies have been losing pace, the use of multimedia in one's teaching has made a difference in the student's learning process (M. Neo & T.K. Neo, 2004). The current drift in education is courses that are blended (hybrid) or fully online. The purpose of this study was to determine if a relationship existed between the use of lecture capture and students' classroom performance in an Agricultural Economics class at the University of Missouri. The independent variable, use of lecture capture, was defined as the recorded lecture that can be viewed at a time proceeding the class period. The dependent variable, student classroom performance, was defined as the grade earned in the class. In addition, student academic ability was identified as an intervening variable and was be operationalized as GPA. It was concluded that, two percent of the variance in the student grade could be explained by the use of Tegrity.
Access is limited to the campuses of the University of Missouri.