Is There a Value Paradox of E-learning in MBA Programs?

Geri, Nitza; Gefen, David

doi:10.28945/3068

Cited by 10 publications

(12 citation statements)

References 26 publications

(15 reference statements)

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“…Furthermore, empirical studies demonstrated the effectiveness of interactivity in extending the attention span of learners and enhancing their achievements (Cherrett, Wills, Price, Maynard, & Dror, 2009;Dror, Schmidt, & O'connor, 2011). Conversely, interactivity may be regarded as an interruption, which distracts students' attention (Davenport & Beck, 2001;Geri & Gefen, 2007;Pearce, Ainley, & Howard, 2005). On top of that, adding interactive elements to online video lectures requires additional investment of various resources, pedagogical, as well as technological.…”

Section: Introductionmentioning

confidence: 99%

A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

Geri

Winer

Zaks

2017

IJELL

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Aim/PurposeAs online video lectures rapidly gain popularity in formal and informal learning environments, one of their main challenges is student retention. This study investigates the influence of adding interactivity to online video lectures on students' attention span. BackgroundInteractivity is perceived as increasing the attention span of learners and improving the quality of learning. However, interactivity may be regarded as an interruption, which distracts students. Furthermore, adding interactive elements to online video lectures requires additional investment of various resources. Therefore, it is important to investigate the impact of adding interactivity to online video lectures on the attention span of learners. Methodology This study employed a learning analytics approach, obtained data from Google Analytics, and analyzed data of two Massive Open Online Courses (MOOCs) that were developed by the Open University of Israel in order to make English for academic purposes (EAP) courses freely accessible. ContributionThe paper provides important insights, based on quantitative empirical research, on the following: integrating interactive elements in online videos; the impact of video length; and differences between two groups of advanced and basic learners. Furthermore, it demonstrates how learning analytics may be used for improving instructional design. Evaluating the Impact of Interactivity in Online Video Lectures 216 FindingsThe findings suggest that interactivity may increase the attention span of learners, as measured by the average online video lecture viewing completion percentage, before and after the addition of interactivity. The impact is significantly stronger for the more advanced course. However, when the lecture is longer than about 15 minutes, the completion percentages decrease, even after adding interactive elements. Recommendations for PractitionersAdding interactivity to online video lectures and controlling their length is expected to increase the attention span of learners. Recommendation for ResearchersLearning analytics is a powerful quantitative methodology for identifying ways to improve learning processes. Impact on Society Providing practical insights on mechanisms for increasing the attention span of learners is expected to improve social inclusion. Future ResearchDiscovering further best practices to improve the effectiveness of online video lectures for diverse learners.

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Section: Introductionmentioning

confidence: 99%

A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

Geri

Winer

Zaks

2017

IJELL

Self Cite

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“…The students' proclivity towards face-to-face classes may also be explained from an attention economy perspective (Davenport & Beck, 2000, 2001Geri & Gefen, 2007;Simon, 1957Simon, , 1971. When students are attending class meetings, they focus for three hours on studying.…”

Section: Discussionmentioning

confidence: 99%

If We Build It, Will They Come? Adoption of Online Video-Based Distance Learning

Geri

2011

IJELL

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Technologies that enable interactive video lectures are becoming ubiquitous and affordable. The learning experience that video lectures offer students resembles in-class learning more than other options of distance learning. This study examines the adoption of interactive online video-based distance learning in a blended learning environment, where the students choose their mode of learning. It analyzes the enrollment of interactive online video classes in two introductory courses at the Open University of Israel, during the first six semesters in which this option was offered. The results are based on about 19,000 actual decisions of students. Only 7% of these decisions were to take the interactive video-based study group. This exploratory study suggests that, while students prefer face-to-face learning, the availability of video lectures may help all the students enrolled in these courses improve their achievements. In order to investigate this assertion further, the study examined the effectiveness of online video-based distance learning by comparing the achievements of overseas students before and after the inception of the video lectures. Interestingly, the results indicate that so far, video lectures have not significantly improved the perseverance as well as the achievements of overseas students.Keywords: online video lectures, diffusion of innovation, blended learning, effectiveness of instructional technologies, continued use of information systems, social aspects of online learning, attention economy.

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“…This study employed an information economics approach and regarded the processes and factors that affect speechreading performance as a "black box". Apart of the attention economy reasoning (Simon, 1957(Simon, , 1971Davenport & Beck, 2000, 2001Geri & Gefen, 2007;Hong et al, 2004;Wiberg & Whittaker, 2005), it did not explain why the additional partial information (i.e., two signals) did not improve the participants' performance. Further research based on perspectives from other disciplines, such as cognitive psychology and psycholinguistics, may shed light on this issue, and provide explanations for this phenomenon.…”

Section: Theoretical Implications Limitations and Further Researchmentioning

confidence: 96%

“…Human attention is considered as one of the scarcest resources in the information era (Davenport & Beck, 2000, 2001Geri & Gefen, 2007;Wiberg & Whittaker, 2005). On one hand, computerized information systems increase information overload by enabling convenient information distribution and ample communication opportunities.…”

Section: Introductionmentioning

confidence: 99%

An Attention Economy Perspective on the Effectiveness of Incomplete Information

Geri¹,

Neumann²,

Schocken³

et al. 2008

Proceedings of the 2008 InSITE Conference

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This study suggests an attention economy perspective on incomplete information, asserting that people use partial information as basis for action, hence an effective information system should provide them just with the most useful partial information, and should avoid redundant information that wastes their limited attention resources. These assertions were empirically examined via simulation of a speech-reading process that measured the real and perceived value of two levels of partial speech-reading support. The findings indicate that additional partial information improved performance, but there was practically no significant difference between one and two signals support levels. High correlation was found between the different methods of evaluation, suggesting that perceived value may be used as substitute to real value measurement after considering the circumstances of the system involved. T his research may provide important insights for designing information systems in general, as well as speech-reading support systems that will improve communication opportunities of hearing impaired people.

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Is There a Value Paradox of E-learning in MBA Programs?

Cited by 10 publications

References 26 publications

A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

A Learning Analytics Approach for Evaluating the Impact of Interactivity in Online Video Lectures on the Attention Span of Students

If We Build It, Will They Come? Adoption of Online Video-Based Distance Learning

An Attention Economy Perspective on the Effectiveness of Incomplete Information

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