Providing Introductory Psychology Students Access to Online Lecture Notes: The Relationship of Note Use to Performance and Class Attendance

Abstract

The relationships among the frequency of access to online lecture notes, examination performance, and class attendance were investigated. Data on use of online notes were gathered from the log maintained by the server and from student responses to a questionnaire. Students who made any attempt to access online notes viewed notes associated with 74% of classes and most notes were viewed during the period of time corresponding to the delivery of lectures in class rather than the time period immediately before examinations. While students did indicate that access to notes was a factor in missing class, students who viewed online performed better on course examinations. Access to notes was associated with several different reasons for class absences. Of the reasons for missing class, only the frequency of absences associated with competing academic activities was related to examination performance.