| Sumario: | There has been a recent acceleration in the use of lecture capture technologies (LCT) in higher education institutions. The present study focuses on an LCT system, by the name of ClassBoost, which has recently been introduced in some classes in an academic college of education in Israel. The system encourages collaborative learning skills at different levels, and the research focused on the students' attitudes towards the system from a procedural viewpoint at two stages of its assimilation: before the use of the system and during its use. Emphasis is given to the students' collaborative learning patterns and learning practices from their own viewpoints. A unique finding is that students felt that their participation in lessons contributed to the effectiveness of the teaching. The research aims to supplement existing research on the use of LCT systems, this time in teacher education, and to point up practical implications, especially for academic colleges of education. Lay Description: What is already known about this topic: Use of lecture capture technologies (LCT) in higher education has recently increased.Online collaborations involve knowledge construction and problem‐solving.Collaborative online learning increases satisfaction and trust in studied knowledge. What this paper adds: The ClassBoost system encouraged collaborative learning in an Israeli college of education.Nevertheless, the potential of collaborative learning was not sufficiently exploited.Clarifies implications of innovative technology: ClassBoost system for student teachers. Implications for practice and/or policy: Students should receive specific guidance to recognize the system's potential for learning.Teacher‐educators need training to help students to exploit the system's possibilities.
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