Is the effectiveness of lecture capture related to teaching approach or content type?

The purpose of two related studies was to explore the relationships between course characteristics (teaching approach, content type, and level of curricular coordination), lecture-capture implementation, and learning in a veterinary medical education environment. Two hundred and twenty two students and 35 faculty members participated in the first study, which surveyed respondents regarding their perception of lecture-capture use and impact on learning. Four hundred and ninety one students participated in the second study, which compared scores on a standardized test of basic science knowledge among groups experiencing various levels of lecture-capture implementation. Students were most likely to view captured lectures in courses that moved quickly, relied heavily on lecture, were perceived as highly relevant to their future success, and contained information not available in other formats. A greater percentage of students than faculty perceived lecture capture as beneficial to learning. Higher views of captured lectures were associated with higher test scores in disciplines that relied most heavily on a straight-lecture teaching approach and had a basic science - research teaching context. The number of lecture-capture views was not significantly related to test scores in disciplines that relied less heavily on straight lecture for instruction and had a basic science - applied teaching context. Lecture-capture use accompanies better test scores in some disciplines, not others.Lecture-capture use means more learning in straight-lecture, fact-focused contexts.Students believe that viewing captured lectures helps learning.Students view captured lectures more for less interactive sessions.Students watch lectures for pragmatic reasons, not because of lecture quality.