[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595608-105":59,"doc-detail-595608-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","examining-the-use-of-lecture-capture-technology-implications-for-teaching-and-learning","Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning","","The study investigates how students use lecture capture technology and how usage relates to student satisfaction, attendance, and academic performance. A mixed-method design combines questionnaires, interviews and focus groups, usage statistics, and grades. Findings indicate 63% of students are satisfied and 75% report it facilitated learning. Recordings were mainly used to review missed in-class content or when absent. Satisfaction positively correlates with lectures viewed, with attendance and achievement effects varying by student context.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-the-use-of-lecture-capture-technology-implications-for-teaching-and-learning/595608/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-the-use-of-lecture-capture-technology-implications-for-teaching-and-learning/595608.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was lecture capture usage studied in the paper?","Question",{"text":112,"@type":113},"The research used a mixed-method design combining a student questionnaire, interviews and focus groups, lecture capture usage statistics, and grades.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did students report about satisfaction and learning support?",{"text":117,"@type":113},"Results showed 63% of students were satisfied with lecture capture and 75% indicated it facilitated their learning.",{"name":119,"@type":110,"acceptedAnswer":120},"How did lecture capture relate to attendance and academic performance?",{"text":121,"@type":113},"Student data indicated 61% did not miss classes, and students with more missed classes viewed recordings more frequently. For achievement, 68% reported lecture capture helped them achieve better grades, with smaller impacts for very low and very high achievers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595608,1792161336,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 7 | Issue 1 | Article 8 |\n| --- | --- |\n| 6-11-2016\u003Cbr>Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning\u003Cbr>Jovan F. Groen\u003Cbr>University of Ottawa, jgroen@uottawa.ca\u003Cbr>Brenna Quigley\u003Cbr>University of Ottawa, bquig021@uottawa.ca\u003Cbr>Yves Herry\u003Cbr>University of Ottawa, yherry@uottawa.ca\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Curriculum and Instruction Commons, Online and Distance Education Commons, and the Scholarship of Teaching and Learning Commons [http://dx.doi.org/10.5206/cjsotl-rcacea.2016.1.8](http://dx.doi.org/10.5206/cjsotl-rcacea.2016.1.8) |  |\n\nRecommended Citation  \nGroen, Jovan F.; Quigley, Brenna; and Herry, Yves (2016) \"Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 7: Iss. 1, Article 8.  \nDOI: [http://dx.doi.org/10.5206/cjsotl-rcacea.2016.1.8](http://dx.doi.org/10.5206/cjsotl-rcacea.2016.1.8)  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss1/8](http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss1/8)  \nExamining the Use of Lecture Capture Technology: Implications for Teaching and Learning  \nAbstract  \nThis study sought to provide a better understanding of how lecture capture technology is used by students and how its use is related to student satisfaction, attendance, and academic performance. Using a mixed method design with both quantitative and qualitative methods to collect data, instruments included a student questionnaire, interviews and focus groups, lecture capture usage statistics, and grades. Results showed that 63% of students were satisfied with lecture capture and 75% of students indicated that it had facilitated their learning. Students primarily used the recordings to learn what they had missed while in class (79%) or because they were absent (72%). 70% of students reported having watched at least 50% of the recorded material (27% watched all the material), and only 8% of students did not view any recordings. Student satisfaction had a significant positive relationship with the number of lectures viewed. In regards to attendance, the self-reported data from students indicated that 61% of students did not miss classes (none or just one class). Students with the greatest number of missed classes viewed the recordings more frequently. As for student achievement, 68% of students indicated that lecture capture helped them to achieve better grades. Students with lower course marks accessed the recordings more frequently than those with higher marks. Instructor perceptions were that lecture capture predominately helped average to below average students achieve slightly better marks, but had less of an impact on the grades for particularly low and high achieving students.  \nCette étude avait pour but de fournir une meilleure compréhension de la manière dont la capture de cours en vidéo est utilisée par les étudiants et comment son utilisation est reliée à la satisfaction des étudiants, à leurassiduité et à leurs résultats académiques. Grâce à un concept de méthodes mixtes comprenant des méthodes quantitatives et qualitatives pour recueillir les données, les instruments incluaient un questionnaire à remplir par les étudiants, des entrevues et des groupes de discussion, des statistiques sur l’emploi de la capture decours, ainsi que des notes. Les résultats ont indiqué que 63 % des étudiants étaient satisfaits de la capture decours et 75 % d’entre eux ont pensé que cette méthode avait favorisé leur apprentissage. Les étudiants ont principalement utilisé les enregistrements pour apprendre ce qu’ils avaient manqué quand ils étaient en classe (79 %) ou parce qu’ils étaient absents (72 %). Soixante-dix pour cent des étudiants ont indiqué qu’ils avaient regardé au moins 50 % des enregistrements (","cbCaicEVQdhTjY9v","https://ap.wps.com/l/cbCaicEVQdhTjY9v","pdf",811168,21,"English","# Abstract\n## Research design and data sources\n## Key findings on satisfaction and learning\n## Relationships with attendance and achievement","[{\"question\":\"How was lecture capture usage studied in the paper?\",\"answer\":\"The research used a mixed-method design combining a student questionnaire, interviews and focus groups, lecture capture usage statistics, and grades.\"},{\"question\":\"What did students report about satisfaction and learning support?\",\"answer\":\"Results showed 63% of students were satisfied with lecture capture and 75% indicated it facilitated their learning.\"},{\"question\":\"How did lecture capture relate to attendance and academic performance?\",\"answer\":\"Student data indicated 61% did not miss classes, and students with more missed classes viewed recordings more frequently. For achievement, 68% reported lecture capture helped them achieve better grades, with smaller impacts for very low and very high achievers.\"}]","Examining the Use of Lecture Capture Technology: Implications for Teaching and Learning | PDF",1792081472,53]