This study investigated how students demonstrated their use and need for lecture capture transcripts. Lecturers and students from two accounting subjects (i.e., a large first-year introductory class and a smaller graduate seminar series) participated. Students’ stated how they used and needed the transcripts and these statements about behaviors were mapped to Blooms Taxonomy and Maslow’s Hierarchy of Needs. Findings focussed on how lecture transcripts influenced the learning process for students and suggested that the design of courses and student characteristics do not negatively influence how students use these transcripts. Implications for the value of transcripts to a students’ learning process is outlined with practical guides on how they can enhance pedagogical delivery while acknowledging the academic workload.

这项研究调查了学生如何展示他们对演讲记录的使用和需求。来自两个会计科目的教师和学生（即，大型的一年级入门班和较小的研究生研讨会系列）参加了会议。学生陈述了他们如何使用和需要成绩单，这些关于行为的陈述被映射到Blooms分类法和Maslow的需求层次中。研究结果着重于讲课成绩单如何影响学生的学习过程，并建议课程设计和学生特征不会对学生如何使用这些成绩单产生负面影响。抄本对学生学习过程的价值意义将在实用指南中概述，以帮助他们在承认学术工作量的​​同时如何提高教学质量。