Supporting students: lecture capture in accounting education

This paper will explore how lecture capture software impacts accounting students’ learning experience and development. Lecture capture software provides students with a transformative learning resource where they can access recorded lectures at a time and place of their choosing. In this paper, we will adopt a mixed-methods approach by analysing survey results and qualitative feedback captured in focus groups. A comprehensive sample of students enrolled in selected accounting courses participated in this study, from introductory lower-level to major-level classes and an optional upper-level course. Our paper contributes to existing literature by looking beyond academic performance in the post-COVID-19 learning environment, where students face an increasing set of personal and academic challenges. It identifies situations where students find benefits of lecture capture that have not been previously identified. A notable finding was made concerning students with undisclosed academic accommodations, wherein those students who were uncomfortable sharing their challenges greatly benefited from lecture capture. Further, contributions are made in incorporating a theoretical framework that provides structure to the analysis and findings. We anticipate that our findings will encourage other accounting educators to adopt similar practices, as we demonstrate the benefits of a minimal-effort tool to both instructors and learners alike.