If You Record it, Some Won’t Come: Using Lecture Capture in Introductory Psychology
Teaching of Psychology
In this study, I examined the effects of offering supplemental video lecture recordings to students in a face-to-face introductory psychology course. I employed a quasi-experimental design, in which one section had lectures recordings available (recordings of the face-to-face lecture) and one section did not, and I examined whether class section affected achievement and whether attendance mediated this relationship. Although students had favorable views of the lecture capture technology and thought it should be available campus wide, few actually viewed the recordings, and those who did used them mainly as a substitute rather than a supplement to face-to-face lectures. More importantly, the class with lecture recordings available had significantly lower attendance rates and course achievement (final grades), and attendance mediated the relationship between class section and achievement. Further analyses showed that the negative effects of offering lecture recordings were not global; instead, lecture recording availability appeared to increase nonparticipation (in exams, class activities, and assignments) in a select group of students. When these nonparticipators were excluded from analyses, significant differences between class sections disappeared.
achievement, attendance, lecture capture, video lectures, WBLTs
Michelle Drouin (2014).
If You Record it, Some Won’t Come: Using Lecture Capture in Introductory Psychology. Teaching of Psychology.14 (1), 11-19.