Making Sense of Video Analytics: Lessons Learned from Clickstream Interactions, Attitudes, and Learning Outcome in a Video-Assisted Course

Autor/inn/en	Giannakos, Michail N.; Chorianopoulos, Konstantinos; Chrisochoides, Nikos
Titel	Making Sense of Video Analytics: Lessons Learned from Clickstream Interactions, Attitudes, and Learning Outcome in a Video-Assisted Course
Quelle	In: International Review of Research in Open and Distributed Learning, 16 (2015) 1, S.260-283 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Video Technology; Lecture Method; Educational Technology; Technology Uses in Education; Teaching Methods; Blended Learning; Online Courses; Longitudinal Studies; Data Collection; Student Behavior; Data Analysis; Social Networks; Interaction; Questionnaires; Student Reaction; Majors (Students); Science Instruction; Reading Instruction; Pretests Posttests; Likert Scales; Student Attitudes; Scores + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Data capture; Datensammlung; Student behaviour; Schülerverhalten; Auswertung; Social network; Soziales Netzwerk; Interaktion; Fragebogen; Schülerkritik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Leseunterricht; Likert-Skala
Abstract	Online video lectures have been considered an instructional media for various pedagogic approaches, such as the flipped classroom and open online courses. In comparison to other instructional media, online video affords the opportunity for recording student clickstream patterns within a video lecture. Video analytics within lecture videos may provide insights into student learning performance and inform the improvement of video-assisted teaching tactics. Nevertheless, video analytics are not accessible to learning stakeholders, such as researchers and educators, mainly because online video platforms do not broadly share the interactions of the users with their systems. For this purpose, we have designed an open-access video analytics system for use in a video-assisted course. In this paper, we present a longitudinal study, which provides valuable insights through the lens of the collected video analytics. In particular, we found that there is a relationship between video navigation (repeated views) and the level of cognition/thinking required for a specific video segment. Our results indicated that learning performance progress was slightly improved and stabilized after the third week of the video-assisted course. We also found that attitudes regarding easiness, usability, usefulness, and acceptance of this type of course remained at the same levels throughout the course. Finally, we triangulate analytics from diverse sources, discuss them, and provide the lessons learned for further development and refinement of video-assisted courses and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01