Students' usage of lecture recordings can be characterised by usage frequency, repetitiveness and selectivity in watching, lecture attendance, and social context and location in which students watch the lecture recordings. At the University of Münster (Germany), the lecture recording service was evaluated over three semesters. The data were combined and used for a cluster analysis with the aim of being able to describe the students' distinct usage patterns. The cluster analysis was performed using partitioning around medoids with Gower distance. Five clusters of students were identified, which differed mainly on the amount of lecture recordings watched, whether the lecture recordings were watched completely or partially, whether the recordings were watched once or multiple times, and the number of lectures the students missed. The five clusters are interpreted as representing different ways of utilising lecture recordings. The clustering provides a basis for investigating the usage of lecture recordings in the context of different approaches to learning and learning strategies.
Learning management systems are widely used and their adoption and usage is well researched. However, most of the research about learning management systems is based on technology acceptance models which do not include the users appropriation. Appropriation of learning management systems is understood as the combination of functionalities within the learning management system for new purposes. To study which functionalities are perceived as important by the instructors Q-methodology has been applied. The items for the Q-set are the functionalities of the learning management system. The result is that there are three factors. These are the usage of the learning management system for (1) convenience, for (2) tracking the progress of the students and for (3) facilitating student interaction.
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