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AuthorAldamen, Husam
AuthorAl-Esmail, Rajab
AuthorHollindale, Janice
Available date2023-11-23T08:12:12Z
Publication Date2015
Publication NameAccounting Education
ResourceScopus
ISSN9639284
URIhttp://dx.doi.org/10.1080/09639284.2015.1043563
URIhttp://hdl.handle.net/10576/49627
AbstractThe study empirically examines the interplay between lecture capturing viewership, performance and attendance for students in the Middle Eastern country of Qatar. The sample consists of 254 students enrolled in an introductory accounting class either in the Fall semester or in the Spring semester. We show a weak positive relationship between lecture capturing and performance, especially in the presence of other variables such as GPA, attendance, gender and seniority. However, we do not find that lecture capturing reduces attendance. Actual performance results are contrasted with students' perception of the usefulness and effectiveness of lecture capturing. Survey responses reveal that, overall, students attribute a great deal of credit to this pedagogical resource. They stated that lecture capturing clarifies concepts discussed in class, assists in studying for exams, enhances exam results and increases interest in the course. However, the majority of low-performing students believe lecture capturing to be a substitute for attending traditional lectures.
Languageen
PublisherRoutledge
Subjectattendance
cognitive theory of multimedia learning
gender
Lecture capture
Millennial Generation
Net Generation
performance
TitleDoes Lecture Capturing Impact Student Performance and Attendance in an Introductory Accounting Course?
TypeArticle
Pagination291-317
Issue Number4
Volume Number24
dc.accessType Abstract Only


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