OWD2011 - 5 - Weblectures - Leo de Jong

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OWD2011 - 5 - Weblectures - Leo de Jong

  1. 1. Windmills, Wooden Shoes & Web lecturesA perceptual Map on the Use of Web lectures in theNetherlandsBy: Gwen Noteborn, MSc, MA
  2. 2. Department of Educational Research and Development – Maastricht University 2
  3. 3. Project evaluation • Student evaluation - Questionnaire - General (all pilots) - Specific (per course) • Technical evaluation - Questionnaire • Teacher evaluation - Questionnaire - Semi-structured interviewDepartment of Educational Research and Development – Maastricht University 3
  4. 4. Student Evaluation• Evaluation on form and function• Evaluation on (a)-motivation• Self-determination theory – autonomy• Sense of relatedness• Instructional settings• General behaviorDepartment of Educational Research and Development – Maastricht University 4
  5. 5. General Evaluation: MotivationDepartment of Educational Research and Development – Maastricht University 5
  6. 6. Motivation• 44,6% extrinsicmotivated• 55,4 % intrinsicmotivated• No differencebetween student groups on: - Watchingmissed parts - Exampreparation - Making assignmentsIntrinsicmotivatedstudents watch more often an entire lectureDepartment of Educational Research and Development – Maastricht University 6
  7. 7. “Kijkgedrag”• 77 % watch at home• 50 % watchfastforward• MostlyusedforexampreparationDepartment of Educational Research and Development – Maastricht University 7
  8. 8. Department of Educational Research and Development – Maastricht University 8
  9. 9. Department of Educational Research and Development – Maastricht University 9
  10. 10. Students Usage of web LecturesDepartment of Educational Research and Development – Maastricht University 10
  11. 11. Department of Educational Research and Development – Maastricht University 11
  12. 12. Department of Educational Research and Development – Maastricht University 12
  13. 13. Department of Educational Research and Development – Maastricht University 13
  14. 14. Department of Educational Research and Development – Maastricht University 14
  15. 15. Department of Educational Research and Development – Maastricht University 15
  16. 16. Substitution of F2F lecture?Department of Educational Research and Development – Maastricht University 16
  17. 17. Department of Educational Research and Development – Maastricht University 17
  18. 18. Department of Educational Research and Development – Maastricht University 18
  19. 19. Framework Instructional Framework • Instruction web lecture • Online Lectures • Web lectures with InteractionDepartment of Educational Research and Development – Maastricht University 19
  20. 20. Instruction Web Lecture• Practicing skills within/outside the course• N= 323• Technology is sufficient• Watch mainlyfrom home• Useitforexampreparation• Does notreplace F2F lecturesDepartment of Educational Research and Development – Maastricht University 20
  21. 21. Online Lectures• Tagging• Knowledge clips• Integration with other course relevant material• N = 239• Seeing the teacher offers extra value• Watch at home• Watch only the relevant parts or fast forward• Lessusedby students thanother types of web lecturesDepartment of Educational Research and Development – Maastricht University 21
  22. 22. Interactive web lectures• Online Voting• Live broadcast• SMS-Vote• PollsDepartment of Educational Research and Development – Maastricht University 22
  23. 23. Interactive Web Lecture: Results• N = 334• Watch at home and in the institute (another room)• Very high offline attendanceDepartment of Educational Research and Development – Maastricht University 23
  24. 24. Wageningen @ MaastrichtDepartment of Educational Research and Development – Maastricht University 24
  25. 25. Wagening @ Maastricht: Results UM WUR t-test difference Coh n M SD n M SDThe audio quality of the weblectures is good. 22 4,41 0,80 8 3,75 1,04 1,85**Did you use weblectures before in a different course? 23 1,87 0,34 10 1,50 0,53 2,04**Numbers of weblectures attended or watched 23 3,61 0,58 10 4,00 0,00 -3,22*I get inspired by the teacher 23 3,52 1,04 10 4,20 0,79 -1,84**It enables me to be part of a larger group 23 2,74 1,14 10 3,70 1,16 -2,22*The advantage of the availability of videoconferenincing is: it enablesme to participate in otherwise unavailable courses 23 4,17 0,94 10 3,50 1,08 1,81**Independent Sample T-test for UM (n = 22-23) and WUR (n = 8- 10)* Coefficient is significant at .05 level (2-tailed)**Coefficient is significant at the 0.10 level (2-tailed)Department of Educational Research and Development – Maastricht University 25
  26. 26. If given the choice… If given the choice I would rather: If given the choice I would rather: At which institute do you study?: Universiteit Maastricht (UM) At which institute do you study?: Universiteit Wageningen (WUR) Watch the lecture live as Watch the lecture done at WUR done at WUR I percieve both options as I percieve both o equal equal UM WURDepartment of Educational Research and Development – Maastricht University 26
  27. 27. Transfer of Knowledge• 4 post-tests conducted• No significant differences between groups  no loss of knowledge during transfer, still loss of “ experience/emotions”• Significant differencebetween UM and WUR regarding: “Ik heb de mogelijkheid door weblectures deel te nemen aan anders niet beschikbare vakken” (M=4.17 ; SD=0.93) and Wageningen (M=3.45 ; SD=1.035)• Significant differencebetween UM and WUR regarding “Ik raak geïnspireerd door de docent” Maastricht (M=3.52 ; SD=1.038) and Wageningen (M=4.27 ; SD=0.78)Department of Educational Research and Development – Maastricht University 27
  28. 28. For more information and more results, please contact: Gwen Noteborn gcm.noteborn@maastrichtuniversity.nl Or check out our project website: www.onlinelectures.nl www.weblectures.nlDepartment of Educational Research and Development – Maastricht University 28

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