چکیده (انگلیسی):

This paper examines the effect of the e-learning technology of lecture capture on the performance
of undergraduate business students in business law, economics, finance, and managemen t courses.
The sample consists of 890 student observations at a midsized regional institution located in the
Southwestern region of the United States. The dependent variable is percentage score on a
comprehensive final exam in advanced business courses. The empirical model controls for effort,
grade point average, standardized test scores (SAT/ACT), and instruction mode. Demographic
variables are gender, ethnic background, age, major, and transfer students. Effort measured via
homework score, grade point average, ability measured via standardized test scores, academic
major, and access to lecture capture are the five model variables that are positive and statistically
significant. Age, classification as a transfer student, and online courses without lecture capture
are the three statistically significant variables with a negative coefficient. The demographic
variables associated with African-American, Hispanic, and gender are not statistically significant
determinants of performance on the final exams. The results indicate that students completing
business courses with access to lecture capture score approximately three percent higher on the
final exam, holding other factors constant.