Main Article Content
The primary purpose of deploying a lecture capture method of course delivery is to enhance student performance in online classes. In this study, recordings of classroom lectures are available to students in online sections of the course, as well as those taking the class in face-to-face class sections. We examine the effects of viewing these recorded lectures on student performance in principles of economics courses (macro and micro) over the course of five years. The setting is a small regional university that serves an extensive rural area. The dataset consists of close to 700 students, 55% of which enrolled in online course sections. Course grades, as the dependent variable, are regressed on measures of personal characteristics and academic maturity, as well as use of the recorded lectures. Results indicate that online students who watch the recorded lectures earn course grades that are significantly higher than counterparts who do not. There is also evidence that students in the face-to-face course sections also benefit significantly from watching recorded lectures.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
College Board, SAT-ACT Concordance Table 2015, https://research.collegeboard.org/programs/sat/data/concordance
Euzent, P., Martin, T., Moskal, P., & Moskal, P. 2011. Assessing student performance and perceptions in lecture capture vs. face-to-face course delivery. Journal of Information Technology Education, 10, 295–307. https://www.informingscience.org/Publications/1515?Source=%2FJournals%2FJITEResearch%2FArticles%3FVolume%3D0-0
Figlio, David, Mark Rush, and Lu Yin. 2013. “Is it Live or Is It Internet? Experimental Estimates of the Effects of Online Instruction on Student Learning,” Journal of Labor Economics 31(4): 763-784. http://www.journals.uchicago.edu/doi/full/10.1086/669930
Flores, Nicholas& Savage, Scott.2007. Student Demand for Streaming Lecture Video: Empirical Evidence from Undergraduate Economics Classes. International Review of Economics Education 6(2): 57-78. http://www.sciencedirect.com/science/article/pii/S1477388015301031