| 000 | 01902nam a22002777a 4500 | ||
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| 003 | ZW-GwMSU | ||
| 005 | 20241108113052.0 | ||
| 008 | 241107b |||||||| |||| 00| 0 eng d | ||
| 022 | _a1469-7874 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aLB 2300 ACT |
| 100 | 1 |
_aFord, Maire B. _eauthor |
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| 245 | 1 | 4 |
_aThe effectiveness of classroom capture technology _ccreated by Máire B Ford, Colleen E Burns, […], and Melissa M Gomez |
| 264 |
_aLondon _bSage Publications _c2012 |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_vVolume13 , number 3 , _aActive learning in higher education |
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| 520 | 3 | _aThe use of classroom capture systems (systems that capture audio and video footage of a lecture and attempt to replicate a classroom experience) is becoming increasingly popular at the university level. However, research on the effectiveness of classroom capture systems in the university classroom has been limited due to the recent development and utilization of the technology. In our study, a quasi-experimental methodology was used to examine the possible benefits of utilizing classroom capture technology as a supplementary resource in a traditional lecture-based course. Across four classes, two were exposed to classroom capture technology and the other two were not. The results suggest that exposure to classroom capture technology is associated with improved study strategies and positive student perceptions of a course. However, this investigation revealed no association between exposure to classroom capture technology and course grade. | |
| 650 |
_aActivities _vCorrelation _xFinal mark |
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| 700 | 1 |
_aBurns, Colleen E. _eco-author |
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| 700 | 1 |
_aMitch, Nathan _eco-author |
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| 700 | 1 |
_aGomez, Melissa M. _eco-author |
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| 856 | _uhttps://doi.org/10.1177/1469787412452982 | ||
| 942 |
_2lcc _cJA |
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| 999 |
_c168146 _d168146 |
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