| The lecture model in teacher-centered pedagogical strategies has been used for centuries to help students acquire content, develop self-determination, and hone critical thinking skills (Bligh, 1985; Richardson, 2003; Thelin, 2011). Lecture capture (LC) is an instructional tool that seems to be gaining familiarity and usage in recent years (McClure, 2008). Lecture capture systems (LCS) are currently poised for healthy commercial growth. Students appreciate the anytime, anywhere flexibility of digital access of streaming videos (Al Nashash & Gunn, 2013). Lecture capture serves to bridge teacher-centered teaching pedagogy with student-centered learning. Lecture capture technology is a strategy that brings the one-way transmission of information by lecture, and repurposes the lecture into on-demand digital materials enabling multiple-way transmission as students review the lecture, share, and learn collaboratively (McCord, 2010).;This research examined differences in student academic performance determined by course completion and by course performance separately in two general studies mathematics courses, College Algebra and Applied Calculus, over 12 semesters. The independent variable in individual student outcome research was the presence of asynchronously accessible lecture capture videos. The dependent variables were the course completion result and the final grade result for each student.;There was a statistically significant difference in course completion rates at the sophomore class level between the traditionally taught Applied Calculus students with no lecture capture accessibility, and the traditionally taught Applied Calculus students with lecture capture (video streaming) accessibility. Students completed at a higher rate in the traditionally-taught course sections without lecture capture accessibility than in course sections with lecture capture accessibility at the sophomore level.;The second portion of the study utilized a survey instrument created by the home institution of the researcher. This survey was distributed to all general studies mathematics students with access to the lecture capture technology for six semesters. This portion of the research pertained to student perceptions of lecture capture, and the influence lecture capture had on their class experience. Student responses indicated the technology was helpful, and had influenced their class performance and overall class satisfaction. Suggestions by students for expanded use of lecture capture technology provided further insight. |
