“Ford et al. conducted a study on the effectiveness of classroom capture technology in a university environment. The study took place over two semesters: in the first semester they looked at two Psychology classes without the use of classroom capture technology and in the second semester they looked at two Psychology classes with the use of classroom capture technology. The courses were led by the same instructor using the same class format and the recordings were made accessible to the students. In the classes using the classroom capture technology, lectures were recorded but only...
“Ford et al. conducted a study on the effectiveness of classroom capture technology in a university environment. The study took place over two semesters: in the first semester they looked at two Psychology classes without the use of classroom capture technology and in the second semester they looked at two Psychology classes with the use of classroom capture technology. The courses were led by the same instructor using the same class format and the recordings were made accessible to the students. In the classes using the classroom capture technology, lectures were recorded but only a selected six lectures were made available to students.
Questionnaires were given to each student after semester ended asking them how aggregable they were to statements on how they studied, perceived learning outcomes and on their attendance to lectures.
The results of the study found that there was evidence which backed the use of classroom capture technology in university lectures. They suggested that there is a relation between the increase in study time and the. students believing that the course encouraged them to perform to the best of their ability. In addition, only allowing access to selected recorded lectures limited the risk of classroom capture technology decreasing attendance. Furthermore, Ford et al. concluded the recording university lectures was beneficial as it helped develop better study techniques.
In a study by Drouin, the impact of using lecture recording in a face-to-face psychology course was explored. There were two sections of the psychology course taught: one was the experimental condition which had the web-based lecture technology (WBLT) and the other did not and was therefore the control condition. The WBLT allowed for the presentation of PowerPoint slides alongside a video or audio of the lecturer.
