Abstract
Background: The multimedia capturing of live lectures has increased within higher education institutions, even in the pre-COVID-19 period. Despite student satisfaction, the video lecture capture (VLC) influence on students' attainment and achievement of intended learning outcomes is controversial. Methods: To explore the impact of VLC, a cross-sectional study across 2016/17 (n=209 students) and 2017/18 (n=206 students) was conducted in the course of Mechanistic Toxicology in Pharmaceutical Education. Results: The results showed that 73% and 90% of the assessed students viewed the videos of theoretical (550 minutes) and practical/laboratory classes (250 minutes), respectively. VLC impacted student attainment and the achievement of intended learning outcomes on the capacity to understand the subjects and apply knowledge. Conclusion: The effectiveness of VLC is to be considered under the framework of constructive alignment and the specificities of the course.
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