Does the availability of lecture recordings change in‐class learning by first year dental students? Data on use and perceived benefits.

Lectures in Anatomical Sciences‐I, a didactic course coving the topics of histology and neuroanatomy, were audio recorded in the fall of 2006 at Boston University's Goldman School of Dental Medicine. To assess audio recording usage and contributions to the learning process, a questionnaire was developed in collaboration the Office of Educational Research, also at the Goldman School of Dental Medicine. The questionnaire was administered to students with the standard course evaluation at the completion of the course. There was a 78% response rate to the survey (90/115). Of the students responding, 56% reported using the lecture recordings. Data reveal that 56.8% of the students who used the recordings listened to the lecture within one week and that the majority of students listened to lectures in their entirety. When asked to the respond to the statement “my learning was enhanced by the use of the lecture recordings,” 93% of users chose either “agree” or “strongly agree.” Additionally, students indicated that the lecture recordings offered and opportunity actively engage in class and reported that their learning was enhanced by listening to lecture recordings. This technology‐based resource may increase active learning for all student users and provide an important supplement for dedicated students committed to learning course content.