Lecture capture technology : does it make a difference on college student achievement?

Lecture capture technology allows professors to record live lectures for students to view after class. That same technology can be used to pre-record lectures for student viewing before class so that the class session can be used for other learning activities. This is referred to as the flipped classroom model. Most previous studies on the effect of lecture capture technology have focused on student perceptions and self-reported data and took place at large universities. This quantitative study collected multiple measures in an experimental design to compare the academic performance of 54 undergraduate students in three sections of the same course taught by the same professor at a small college. One section had access to recordings before class, one had access after class, and one had no access. Results showed that students with access before class received slightly higher scores on quizzes, tests, and final course grade, although only the difference in test scores was statistically significant. Especially noteworthy was the lackluster use of recordings by students in the traditional lecture capture section, and the extraordinary level of viewing compliance by students in the flipped class section. The results of this study suggest that lecture capture technology may have a positive effect on student learning when used to support the flipped classroom model