Additionally, the availability of lecture videos enables students in both types of classroom settings to generate more comprehensive notes. Among other benefits, this allows the student to review for an exam and to revisit topics they are struggling with for deeper understanding and increased retention ( Copley 2007 Gorissen et al.

Both face-to-face and online students, whether viewing a lecture video for the first time or for review, can pause, rewind or repeat the lecture. This may be partly attributable to the individualised learning that lecture capture allows for. 2007 Evans 2014 Maag 2004 Rogers and Cordell 2011 Rose 2009 Vajoczki et al. Greater student satisfaction has been found in face-to-face courses in which instructors provided lecture capture videos in the learning management system as a supplement to the traditional lecture already given ( Bollmeier et al. First, there is strong evidence to suggest that at a minimum, students enrolled in online classes and face-to-face classes feel greater satisfaction with courses where lecture videos are provided online. The literature on the use of lecture capture suggests numerous advantages. This study was approved by the Institutional Review Board (IRB) at Georgia State University prior to implementation. No information identifying any student was shared beyond the principal investigator. The students who agreed to participate consented to the use of their survey responses, quiz grade and final course grade in the study. Participation in this study was voluntary. To determine which students self-selected into which combination of resources or treatment, a post quiz survey was administered to the participants. This study accounted for the usage of the textbook, but primarily explored the use of lecture videos, PowerPoint, and instructor-created notes on an assessment to see if some combination was better or worse when it comes to understanding and retention. Others were given a PowerPoint with detailed notes and a lecture video about the Electoral College, while some were given the lecture video and PowerPoint, but without the detailed notes included. Some course sections were given the PowerPoint with detailed notes also included. Each student had access to a minimum of the course textbook and instructor-created PowerPoint lecture slides. Students were then required to complete an assessment in the form of a twelve-question quiz about the Electoral College, and afterwards to complete a survey designed to evaluate how much of the lecture materials provided were used. Lecture capture technology 2 was used to produce the videos for multiple online and face-to-face sections of an вЂIntroduction to American GovernmentвЂ™ course across six semesters (Fall, Spring and Summer) and students were given access to several combinations of lecture resources designed to teach about the Electoral College. This study investigates the impact of lecture videos on student outcomes. Face-to-face instruction in classrooms can be supplemented by video lectures as well, allowing students who have missed class or those needing additional time with the lesson to access the same level of classroom instruction outside of the classroom. Without becoming synchronous, the online classroom may more closely resemble the traditional in-class experience, while retaining the ability of students to fit their studies into their schedules and juggle additional responsibilities, especially through the availability of lecture videos. Some instructors go to great lengths to create custom content, such as detailed PowerPoints or lecture videos, while others rely on master course templates shared among faculty in the discipline and often supplied by textbook publishers. 1 The course materials online students are expected to use vary greatly. Use of online courses in bricks-and-mortar colleges and universities has increased substantially, as have the number of traditional and non-traditional students seeking to take courses online.

Video record lectures