dc.contributor.advisor | Kitchel, Tracy (Tracy Jonathan), 1976- | eng |
dc.contributor.author | Schmidt, Emily E. | eng |
dc.date.issued | 2012 | eng |
dc.date.submitted | 2012 Spring | eng |
dc.description | Title from PDF of title page (University of Missouri--Columbia, viewed on September 18, 2012). | eng |
dc.description | The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. | eng |
dc.description | Thesis advisor: Dr. Tracy Kitchel | eng |
dc.description | Includes bibliographical references. | eng |
dc.description | M.S. University of Missouri--Columbia 2012. | eng |
dc.description | "May 2012" | eng |
dc.description.abstract | [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. | eng |
dc.format.extent | vi, 75 pages | eng |
dc.identifier.uri | http://hdl.handle.net/10355/15398 | |
dc.language | English | eng |
dc.publisher | University of Missouri--Columbia | eng |
dc.relation.ispartofcommunity | University of Missouri--Columbia. Graduate School. Theses and Dissertations | eng |
dc.rights | Access is limited to the campuses of the University of Missouri. | eng |
dc.subject | lecture capture | eng |
dc.subject | educational technology | eng |
dc.subject | student success | eng |
dc.subject | Tegrity | eng |
dc.title | The impact of lecture capture on academic performance | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Agricultural education (MU) | eng |
thesis.degree.grantor | University of Missouri--Columbia | eng |
thesis.degree.level | Masters | eng |
thesis.degree.name | M.S. | eng |