ABSTRACT
Hundreds of academic institutions around the world dedicated considerable funding to lecture recording to accompany face-to-face teaching prior to the massive transition to distance education due to Covid-19. Furthermore, there is reason to believe that they will continue to do so after teaching will return to the physical classroom. Thus, a methodological examination of the success of lecture recordings as augmentation to face-to-face teaching should be of managerial interest. In this study, five success categories of lecture recording in a college were evaluated based on the information system success model promulgated by DeLone & McLean (1992). Results obtained through a campus-wide questionnaire and system log files showed relatively low usage of the system by students, who gave a somewhat low evaluation of system quality, information quality, and general satisfaction, but a higher assessment for the contribution of the system to their learning. Analysis also found significant correlations between success categories suggested by DeLone & McLean, with some exceptions. These results raise questions regarding the high-cost investments in lecture recording. These questions and the implication of the findings for research and higher education decision makers are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Hundreds of academic institutions around the world dedicated considerable funding to lecture recording to accompany face-to-face teaching prior to the massive transition to distance education due to Covid-19. Furthermore, there is reason to believe that they will continue to do so after teaching will return to the physical classroom. Thus, a methodological examination of the success of lecture recordings as augmentation to face-to-face teaching should be of managerial interest. In this study, five success categories of lecture recording in a college were evaluated based on the information system success model promulgated by DeLone & McLean (1992). Results obtained through a campus-wide questionnaire and system log files showed relatively low usage of the system by students, who gave a somewhat low evaluation of system quality, information quality, and general satisfaction, but a higher assessment for the contribution of the system to their learning. Analysis also found significant correlations between success categories suggested by DeLone & McLean, with some exceptions. These results raise questions regarding the high-cost investments in lecture recording. These questions and the implication of the findings for research and higher education decision makers are discussed. [ FROM AUTHOR]