Professor YouTube and Their Interactive Colleagues

Professor YouTube and Their
Interactive Colleagues
How Enhanced Videos and Online Courses
Change the Way of Learning
Martin Ebner - Walther Nagler - Maria Haas - Martin Schön
https://pixabay.com/de/photos/frau-tafel-leer-schule-unterricht-3169680/

Which trends can be seen towards:
•  Ownership of technological devices
•  Communication behavior
•  Usage of e-learning platforms (secondary school level)
•  Usage of online applications for learning and private purposes
General Research Questions

Term 2007/2008 n=578
Term 2008/2009 n=821
Term 2009/2010 n=757
Term 2010/2011 n=702
Term 2011/2012 n=632
Term 2012/2013 n=715
12 years study (n=9565)
Term 2013/2014 n=789
Term 2014/2015 n=968
Term 2015/2016 n=889
Term 2016/2017 n=944
Term 2017/2018 n=872
Term 2018/2019 n=898

Special Focus On:
Will YouTube Replace the Teacher?
https://pixabay.com/de/illustrations/interaktion-social-media-abstrakt-1233873/

•  What effect interactivity in videos has on student
motivation?
•  What didactic approaches and methods do interactive
videos involve?
•  How can learning analysis methods applied to
interactive videos support the teacher?
Interactive videos – a challenge

•  Passive consumption
•  Learning from a tin can
•  Missing interactivity
•  Learners’ short attention spans
•  Replacement for in-class teaching
•  Difficult and time-consuming to produce
Learning with videos: prejudices

Use of YouTube depicted in steps of five years between
2007 and 2016; Usage qualities “often”, and “daily” for
general and learning purpose

Use of YouTube between 2011 and 2018 with trend lines;
Comparing “often” and “daily” use for both general and
learning purposes

•  Not limited in time or place
•  Individualized learning pace
•  Search options for finding specific content
•  Reproducibility of processes, workflows, and complex
interrelations
Learning with videos: advantages #1

•  Course records preserve the events of the lecture hall
•  Short tutorials focus on specific, difficult, but important
subjects
•  Live streaming of a lecture enables students to attend and
take part from anywhere
•  Perfect for exam preparation
Learning with videos: advantages #2

•  “Illusion of knowing”: passive video playback is not
sufficient to understand or process the shown material
•  Jump labels allow viewers to control the flow of information
and focus on key details
•  Questions within the video connected to jump labels
personalize the video in regard to the given answer
•  Self-assessment questions within videos help students to
reflect on their own learning ability
Learning with interactive videos

•  Videos are main parts of Massive Open Online Courses
•  Videos are main teaching methods in combination with
flipped classroom or inverse blended learning
•  Interactivity helps to ensure a high rate of watching videos,
which is important, when doing online classes
•  Learning analytics methods allow teachers to monitor and
evaluate their students’ performance, in order to improve
their teaching material and better focus on their students’
needs.
Discussion and Conclusion

Graz University of Technology
We care about eEducation
Martin Ebner
martin.ebner@tugraz.at
http://elearningblog.tugraz.at
http://elearning.tugraz.at
Educational Technology

Professor YouTube and Their Interactive Colleagues

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