Abstract
This study examines the impact of using technology designed for distance courses in a traditional classroom setting. While tools similar to Elluminate are often used to record lectures in qualitative courses, this study examines the effectiveness of using Elluminate to record step-by-step solutions to class problems in an introductory Finance course. We show that students find this tool effective, as evidenced by their responses on surveys given at the end of the semester. In addition, students who utilize these recordings tend to be students with lower ACT Math scores and lower ACT Composite scores. We find a student's ACT Math score is a stronger predictor of Elluminate usage than the ACT Composite score. This suggests Elluminate can be a valuable tool in quantitative courses with students of varying degrees of quantitative abilities.
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