Students and Recorded Lectures - can you count on them?

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Presentation used during the Media and Learning conference 2013 in Brussel

(note: I did not show the last 2 slides, they were there in case I needed to explain the tagging experiment).

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Students and Recorded Lectures - can you count on them?

  1. 1. Students and recorded lectures can you count on them? Pierre Gorissen Fontys University of Applied Sciences The Netherlands
  2. 2. • Eindhoven, Tilburg, Venlo, Sitt ard, Den Bosch, Veghel • 40,000 students, • 4,000 staff • 100 Bachelor programs • 24 Master programs, • 11 Assoc. Degree programs
  3. 3. Research into the use of recorded lectures • How do students use the recordings? – What do they say? – What do they do? • Usage paterns? • Can we support their use with tags?
  4. 4. Recorded Lectures
  5. 5. How do students use them? • Online questionnaire – 1,122 students – 7 courses • Interviews • Data on the server: – 1,500,000 lines of log data – Filter / Clean / Analyse
  6. 6. Some results • • • • • • Most students watch at home No major technical issues Students want all lectures to be recorded Quality of lecture has no major influence on use Students prefer live lectures Differences in use by different groups of students
  7. 7. Results 100% Students 80% 60% 40% 20% 0% < 10% Questionnaires Vragenlijst Log data Logbestanden 10% - 25% 25% - 50% 50% - 75% % of recording viewed > 75%
  8. 8. Usage Patterns ③ 450 400 Number of sessions 350 300 250 200 ① ② ④ 150 100 50 0 Year – Week number
  9. 9. We all love pretty charts… But what do they mean?
  10. 10. For example… • What is a “view” ? • Who’s views do you count ? – “Anonymous” ? • What recordings do you count ? • Is “more” = “better” ? • … • Also important if you are comparing your results with other research!!
  11. 11. Challenges..
  12. 12. Take away points…
  13. 13. Want to know more?! http://recordedlectures.com/ P.Gorissen@fontys.nl
  14. 14. Tagging experiment #1
  15. 15. Tagging experiment #2
  16. 16. Conclusions • Students view shorter with tags • Use of tags increases when exam approaches • Students using tags score better for the exam • Students… – Can tag good enough – Don’t all tag the same – Don’t tag the same as the expert

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