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Targeting Teaching Lecture Capture Learning: Do Students Perform Better Compared to Face‐to‐Face Classes?
Author(s) -
Bosshardt William,
Chiang Eric P.
Publication year - 2016
Publication title -
southern economic journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.762
H-Index - 58
eISSN - 2325-8012
pISSN - 0038-4038
DOI - 10.1002/soej.12084
Subject(s) - face to face , demographics , class (philosophy) , selection (genetic algorithm) , face (sociological concept) , mathematics education , psychology , computer science , medical education , online learning , multimedia , artificial intelligence , sociology , medicine , demography , social science , philosophy , epistemology
Online learning has become more prevalent in colleges and universities as new technology is introduced. One such technology is lecture capture, which allows a live lecture to be recorded and packaged with classroom media and delivered online to many more students than a traditional face‐to‐face class. This article studies the selection process and educational outcome differences between students enrolled in a lecture capture and a face‐to‐face course in economic principles. Students could select either course format, both with the same instructor and course requirements, without capacity restrictions. We find that students’ attitudes toward online learning are the chief determinant of their choice of class over demographics, opportunity cost measures, or past online experiences. Additionally, our findings suggest that lecture capture students perform as well as those who take a face‐to‐face course when not accounting for self‐selection. When selection is taken into account, lecture capture is not significantly worse than face‐to‐face.