Abstract
Technology-enhanced teaching approaches are becoming increasingly common in higher education. One of these approaches, Lecture Capture (LC), is a tool which can be simply defined as audio and video recordings of classroom-based activities. Although the use of LC is increasing in higher education, its impact on teaching and learning, and the effectiveness of its use is controversial. The purpose of this study is to gain a better understanding of students’ patterns of use of LC, and to make suggestions for improvements. The results of this quantitative study reveal that students access and benefit from lecture recordings. However, findings indicate varying patterns of use according to faculty, level, year of study, and grades and suggest a need for further research into how this system can be adapted for different fields of study at undergraduate and graduate programs.
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