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Viewing behavior, academic performance, and attendance were analyzed alongside student learning approach (R-SPQ-2F), gender, and year of post-secondary study. Compared with historical controls, students using lecture capture videos earned an approximately 5% higher final exam grade. Deep learning approach related to more video views, better performance, and greater review tendencies, while surface approach showed contrasting links; deep scores associated with fewer absences, surface with more absences, and women viewed more to generate notes and review.",{"@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/use-of-lecture-capture-in-undergraduate-biological-science-education-article-4/595529/",{"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/use-of-lecture-capture-in-undergraduate-biological-science-education-article-4/595529.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study investigate about lecture capture?","Question",{"text":112,"@type":113},"The study examines how lecture capture is used by undergraduate students and how viewing behavior relates to learning approach, gender, year of study, academic performance, and attendance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did lecture capture affect students’ final exam grades?",{"text":117,"@type":113},"Students provided with lecture capture videos increased their final exam grade by approximately 5% compared with historical controls.",{"name":119,"@type":110,"acceptedAnswer":120},"How are learning approach and gender linked to lecture capture behavior and attendance?",{"text":121,"@type":113},"Deep learning approach was associated with more video views, better performance, and fewer absences, while surface approach related to more absences and a higher likelihood of missing class. Females were more likely than males to watch videos to generate notes and review materials.","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},595529,1792105605,{"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":39,"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 4 | Issue 2 | Article 4 |\n| --- | --- |\n| 12-31-2013\u003Cbr>Use of Lecture Capture in Undergraduate Biological Science Education\u003Cbr>Candace Wiese\u003Cbr>University of Guelph Humber, [cwiese01@guelphhumber.ca](cwiese01@guelphhumber.ca)\u003Cbr>Genevieve Newton\u003Cbr>University of Guelph, [newton@uoguelph.ca](newton@uoguelph.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr>[http://dx.doi.org/10.5206/cjsotl-rcacea.2013.2.4](http://dx.doi.org/10.5206/cjsotl-rcacea.2013.2.4) |  |\n\nRecommended Citation  \nWiese, Candace and Newton, Genevieve (2013) \"Use of Lecture Capture in Undergraduate Biological Science Education,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 4: Iss. 2, Article 4.  \nDOI: [http://dx.doi.org/10.5206/cjsotl-rcacea.2013.2.4](http://dx.doi.org/10.5206/cjsotl-rcacea.2013.2.4)  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol4/iss2/4](http://ir.lib.uwo.ca/cjsotl_rcacea/vol4/iss2/4)  \nUse of Lecture Capture in Undergraduate Biological Science Education  \nAbstract  \nThis study examined the use of lecture capture in students in a large 3rd year undergraduate biological science course at the University of Guelph. Data regarding viewing behaviour, academic performance, and attendance were analyzed in relation to student learning approach (as assessed by the R-SPQ-2F), gender, and year of post-secondary education. It was found that relative to historic controls, students provided lecture capture videos increased their final exam grade by approximately 5%. It was also found that learning approach was significantly related to video viewing behaviour, final exam performance, and attendance, with a deep learning approach being associated with more video views, better performance, and a greater tendency to watch videos to master and review material. A surface approach showed contrasting associations. Moreover, a higher deep approach score was related to fewer absences, while a higher surface approach score was related to more absences and increased the likelihood of a student missing a class. Gender also influenced viewing behaviour, with females being more likely than males to watch videos to generate notes and to review material. This research demonstrates that learning approach and gender are significant predictors of lecture capture behaviour, performance, and/or attendance in biological science education, and provides support for the use of lecture capture as a tool to improve academic performance.  \nCette étude examine l’utilisation de la capture de cours dans une grande classe d’étudiants de premier cycle inscrits à un cours de sciences biologiques de troisième année. Les données relatives au comportement de visionnement des vidéos, aux résultats académiques et à l’assiduité ont été analysées en relation avec l’approche d’apprentissage des étudiants (telle que mesurée par le R-SPQ-2F), le sexe et l’année d’études postsecondaires. Cette étude a montré que, comparativement aux contrôles historiques, les notes obtenues aux examens finals par les étudiants exposés à des vidéos académiques étaient de 5 % supérieures. L’étude a également indiqué que l’approche d’apprentissage était liée de façon significative au comportement de visionnement, aux résultats obtenus aux examens finals et à l’assiduité, et que l’approche en profondeur était liée à un nombre supérieur de visionnements des vidéos, à de meilleurs résultats et à une tendance accrue à regarder les vidéos afin de maîtriser et de réviser la matière. L’approche en surface a indiqué des associations contrastées. De plus, un score supérieur d’approche en profondeur était lié à un nombre moins élevé d’absences alors que l’approche en surface était liée à davantage d’absences et qu’elle augmentait les possibilités que les étudiants soient absents en classe. Le sexe avait également une incidence sur le comportement d","cbCaiarRCun4XIOI","https://ap.wps.com/l/cbCaiarRCun4XIOI","pdf",348038,26,"English","# Abstract\n## Study focus and methods\n## Key findings\n## Implications","[{\"question\":\"What question does the study investigate about lecture capture?\",\"answer\":\"The study examines how lecture capture is used by undergraduate students and how viewing behavior relates to learning approach, gender, year of study, academic performance, and attendance.\"},{\"question\":\"How did lecture capture affect students’ final exam grades?\",\"answer\":\"Students provided with lecture capture videos increased their final exam grade by approximately 5% compared with historical controls.\"},{\"question\":\"How are learning approach and gender linked to lecture capture behavior and attendance?\",\"answer\":\"Deep learning approach was associated with more video views, better performance, and fewer absences, while surface approach related to more absences and a higher likelihood of missing class. Females were more likely than males to watch videos to generate notes and review materials.\"}]","Use of Lecture Capture in Undergraduate Biological Science Education - Article 4 | PDF",1792081323,66]