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College Students Give Lecture Capture High Marks, Tegrity Survey Reveals

SANTA CLARA, Calif. May 21, 2012 Tegrity

Tegrity Campus

The Tegrity Campus users surveyed were drawn from a range of public and private and two-year and four-year institutions across the U.S.  Students used Tegrity as much as three or more times a week to take notes, review class material or study for exams across a variety of courses including health and science, engineering, math, liberal arts and business/management.  Survey respondents were evenly split between 18 to 24 year-olds or 25 and older.

Across the survey findings, students reported that lecture capture had a significant impact on their education. The survey revealed:

  • Nearly two-thirds of students credited Tegrity for increasing their motivation to study
  • When considering the impact of lecture capture on how they study, 85 percent of students felt Tegrity increased their study effectiveness
  • 90 percent of students surveyed indicated that lecture capture has increased the amount of material they learned in the course
  • 85 percent of survey respondents stated that Tegrity increased their satisfaction with the course
  • 70 percent of students reported that Tegrity helped them earn a better grade in their course

Calhoun Community College Charles Smith Calhoun Community College

While some debate that lecture capture technology increases the likelihood of students skipping class in favor of viewing the lecture at another time, today’s survey results further demonstrate how Tegrity actually increases student engagement and attendance.  The Tegrity student survey found less than 15 percent of respondents indicated that they used Tegrity due to a missed class, which is in line with the national average of student truancy in higher education.  In fact, almost 20 percent of students indicated that Tegrity increased their class attendance.  This correlates well with a similar survey conducted with instructors, in which 85 percent of survey participants indicated that Tegrity had no impact on or actually increased student attendance in their class sessions.

Michael Berger all

Gerald Kimber White

[email protected]

SOURCE McGraw-Hill Higher Education

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