Evaluating intelligent interfaces for post-editing automatic transcriptions of online video lectures

Miró, J.D. Valor; Spencer, Robin; Martos, Alejandro Pérez González de; Díaz-Munío, Gonçal V. Garcés; Turró, Carlos; Civera, Jorge; Juan, Alfons

doi:10.1080/02680513.2014.909722

Cited by 11 publications

(5 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Seven articles related to lecture capture were also excluded. These either described the authors’ personal experiences ( Newton et al, 2014 ), did not report any empirical work ( Zandona et al, 2016 ), or focused on the technological implementation of lecture capture ( Valor Miró et al, 2014 )—which are beyond the scope of this systematic review. Taken together, 47 articles were excluded.…”

Section: Methodsmentioning

confidence: 99%

To capture the research landscape of lecture capture in university education

Banerjee

2021

Computers & Education

View full text Add to dashboard Cite

The use of lecture capture has been burgeoning in the higher education sector. Scholarly interest on the topic is also on an upward trajectory. Hence, the goal of this paper is to clarify the literature on the use of lecture capture in higher education through a systematic review, which involved 71 articles that came from Scopus and Education Resources Information Center (ERIC). The systematic review revealed that most research focused on university education in the US, the UK and Australia. The most studied Science, Technology, Engineering and Mathematics (STEM) subject area in the sample is Biological Sciences. In contrast, the most studied non-STEM subject area is Business/Economics/Management. In terms of methods, descriptive and exploratory research dominates the research landscape while causative evidence is relatively limited. The literature includes two overarching research streams: While one focuses on the benefits of lecture capture, the other focuses on its drawbacks. Apparently, the assumption among most students is that lecture capture is helpful for learning, and among staff is that it takes a toll on attendance. Future research needs to reconcile students' perception of lecture capture, instructors' perception of lecture capture, and the reality of lecture capture. On the practical front, students should be explicitly told about the benefits and the drawbacks of lecture capture. This would ensure that they make the most of the technology. Educators are urged to reflect on why students should be attending the face-to-face sessions, and thereafter also watch the recorded lectures.

show abstract

Section: Methodsmentioning

confidence: 99%

To capture the research landscape of lecture capture in university education

Banerjee

2021

Computers & Education

View full text Add to dashboard Cite

show abstract

“…Instead of using fully automatic methods, researchers have also conducted case studies where human editors correct errors to improve the readability of the lecture transcripts for learner use and enhance the accuracy of future speech recognition models (Ranchal et al, 2013;Valor Miró et al, 2014). Nevertheless, error correction was still found to be the most time-consuming task to create lecture transcripts (Ranchal et al, 2013); suggesting the need for a more scalable way to generate accurate transcripts.…”

Section: Caption Generation For Educational Videosmentioning

confidence: 99%

Exploring collaborative caption editing to augment video-based learning

Bhavya

Chen

Zhang

et al. 2022

Education Tech Research Dev

View full text Add to dashboard Cite

Captions play a major role in making educational videos accessible to all and are known to benefit a wide range of learners. However, many educational videos either do not have captions or have inaccurate captions. Prior work has shown the benefits of using crowdsourcing to obtain accurate captions in a cost-efficient way, though there is a lack of understanding of how learners edit captions of educational videos either individually or collaboratively. In this work, we conducted a user study where 58 learners (in a course of 387 learners) participated in the editing of captions in 89 lecture videos that were generated by Automatic Speech Recognition (ASR) technologies. For each video, different learners conducted two rounds of editing. Based on editing logs, we created a taxonomy of errors in educational video captions (e.g., Discipline-Specific, General, Equations). From the interviews, we identified individual and collaborative error editing strategies. We then further demonstrated the feasibility of applying machine learning models to assist learners in editing. Our work provides practical implications for advancing video-based learning and for educational video caption editing.

show abstract

“…Turan and Cetintas's article shares the outcomes of a study into factors influencing the adoption of online video lessons in the context of flipped classrooms at a large university in Turkey. This paper builds on prior consideration of the growing significance of video lessons (for example, Harrison, 2019;Valor Miró et al, 2014). Employing the six constructs of ease of use, usefulness, enjoyment, intention, computer self-efficacy and relative advantage.…”

Section: Reflecting On Open and Distance Educational Practices Based On Insights From Educational Practitioners And Learnersmentioning

confidence: 99%

Reflecting on open and distance educational practices based on insights from educational practitioners and learners

Rai

2020

Open Learning: The Journal of Open, Distance and e-Learning

View full text Add to dashboard Cite

Evaluating intelligent interfaces for post-editing automatic transcriptions of online video lectures

Cited by 11 publications

References 18 publications

To capture the research landscape of lecture capture in university education

To capture the research landscape of lecture capture in university education

Exploring collaborative caption editing to augment video-based learning

Reflecting on open and distance educational practices based on insights from educational practitioners and learners

Contact Info

Product

Resources

About