Using learning analytics to evaluate a video-based lecture series

Lau, K. H. Vincent; Farooque, Pue; Leydon, Gary; Schwartz, Michael L.; Sadler, R. Mark; Moeller, Jeremy J.

doi:10.1080/0142159x.2017.1395001

Cited by 50 publications

(33 citation statements)

References 25 publications

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“…The durations of VBLs in the current study ranged from 10.83 to 27.07 minutes, with an average of 18.4 minutes. While there is no consensus about the optimal length of VBLs used as a tool for faculty development in medical education, it does stand to reason that shorter videos would be preferable to the viewer and would be associated with greater AR (Lau et al, 2017). Perhaps the most significant research study to date examining trainee involvement was based on edX, a MOOC provider that organizes university-level training courses (Guo et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Outside of education within the health professions, much more robust research studies illustrate the quantitative evaluation of trainees' involvement in MOOCs utilizing a method called learning analytics (LA). LA refers to the interpretation and evaluation of purposeful patterns in information obtained from trainees in an instructional context, or, in other words, the aggregate of information termed "metadata" (Cirigliano et al, 2017;Lau et al, 2017;Saqr, 2015;Saqr, Fors, & Tedre, 2017).…”

Section: Introductionmentioning

confidence: 99%

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YouTube Videos as a Tool for Faculty Development in Medical Education: A Learning Analytic Overview

Hassanien¹,

Aboukamer²

2018

MedEdPublish

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Faculty development (FD), or staff development, as it is often called, has become an increasingly important component of medical education. Staff development activities have been designed to improve teacher effectiveness at all levels of the educational continuum. The use of online tools offers many advantages for FD, and online learning can help overcome the numerous obstacles that challenge classic educational activities.Video-based lectures (VBLs) are one of the tools of online learning. This particular instruction format has gained popularity in recent years as a component of the "flipped classroom" (FC) and the much more emergent "massive open online course" (MOOC) styles of health profession education at both under-and post-graduate levels.The aim of this study was to describe the author's experience in developing VBLs to be used as a tool for faculty development in the field of medical education by using Learning Analytics (LA), which is the metadata provided by YouTube, the sharing platform used for the author's videos.A total of 19 VBLs relevant to the education of healthcare professionals was produced by the author with the software program ScreenFlow for Mac to capture and edit video. ScreenFlow also offers the option to combine screen video capture with speaker video recording for simultaneous viewing in the same video. The collected and analyzed data consisted of viewership data, including total number of views, numbers of countries viewing, gender distribution of viewers, and number of YouTube channel subscribers. Descriptive data were also collected: length of each video, watch time in minutes and number of views. Data related to viewers' engagement included number of videos' likes, dislikes, shares, and comments. For the purpose of evaluating audience retention and measuring how well videos maintained viewer attention, the following information was included in the audience retention report: average view duration for all videos on the channel, the average percentage viewed of each video, and the final audience retention.Hassanien M, Abou-Kamer R MedEdPublish https://doi.In conclusion, VBLs can be considered a valuable tool for faculty development in medical education that effectively overcomes many of the common challenges related to this important training process. A variety of software programs and applications are available that facilitate the process of VBL production, particularly the accessibility of many video-sharing platforms, such as YouTube. Moreover, LA is an emerging and effective method for quantitatively evaluating VBLs.LA includes analyzing metadata, which are downloaded from video-sharing platforms and facilitates the evaluation of the acceptability, accessibility, and audience retention of VBLs. That is, the number of views reflects the acceptability of VBLs, and the number of likes/dislikes and shares reflects audience engagement. Likewise, average view duration, average percentage viewed, and final audience retention are indicators of audience retention (AR).Finally, it appears ...

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

YouTube Videos as a Tool for Faculty Development in Medical Education: A Learning Analytic Overview

Hassanien¹,

Aboukamer²

2018

MedEdPublish

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“…This allows the educators to analyze whether learners persisted or stopped watching videos, providing the means of updating the curriculum and closing the loop on educational deficits through in-person sessions. 31 Finally, in the authors' personal experience with the flipped classroom, common concerns over the amount of preparation time required for content mastery are similarly reported. However, in two instances of employing flipped classrooms within our institutions-one with first-year medical students watching preparatory videos for peripheral nervous system/ spinal cord and brainstem/cranial nerve discussions, the other with second-year medical students reading a review article prior to in-person discussions on syncope and vertigostudents have progressively expressed higher satisfaction with the flipped classroom modules (see Fig 1B).…”

Section: Current Implementations In Neurologymentioning

confidence: 90%

“…Videos provide the possibility of adding analytical viewing patterns to self‐reports. This allows the educators to analyze whether learners persisted or stopped watching videos, providing the means of updating the curriculum and closing the loop on educational deficits through in‐person sessions . Finally, in the authors’ personal experience with the flipped classroom, common concerns over the amount of preparation time required for content mastery are similarly reported.…”

Section: Current Implementations In Neurologymentioning

confidence: 95%

Strategic Considerations for Applying the Flipped Classroom to Neurology Education

Sandrone

Berthaud

Carlson

et al. 2019

Annals of Neurology

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Nowadays, the “flipped classroom” approach is taking the center stage within medical education. However, very few reports on the implementation of the flipped classroom in neurology have been published to date, and this educational model still represents a challenge for students and educators alike. In this article, neurology educators from the American Academy of Neurology's A. B. Baker Section on Neurological Education analyze reports of flipped classroom in other medical/surgical subspecialties, review the current implementation in neurology, and discuss future strategies to flip the neurology curriculum through contextualization of the benefits and the consequences. ANN NEUROL 2020;87:4–9

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“…An example is a recent work on learner analytics by the present author. 46 A video series of 10 lectures on EEG interpretation was uploaded to YouTube and made publicly accessible. On the video-sharing platform, the series gathered large amounts of metadata detailing learner's viewing habits that included viewership demographics, view counts, duration of videos viewed, and-at the most detailed level-fluctuations in audience retention within videos.…”

Section: Monitor and Manage Learner Engagement With Technologymentioning

confidence: 99%

New Media, Technology and Neurology Education

2018

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The use of technology in neurology education has revolutionized many aspects of medical teaching, addressing some important challenges of modern education such as information overload and the unique needs of millennial learners. However, it also has inherent problems, such as depersonalization and high development costs. Due to the heterogeneity of different applications, it is difficult to establish general principles to guide front line educators, but it may be possible to describe "minimum" best practice elements. In this article, we examine commonalities of some of the most successful uses of technology in neurology education. We suggest the following for effective application of technology: (1) match technology to predetermined educational objectives, (2) characterize learners in relationship to technology, (3) optimize how technological components fit into the learning environment, (4) monitor and manage learner engagement with technology, (5) perform cost analyses, and (6) explore opportunities for educational scholarship and research.

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Using learning analytics to evaluate a video-based lecture series

Abstract: LA may be a useful tool in evaluating a VBL series. Our proposed model combines analytics data and learner self-report for comprehensive evaluation.

Cited by 50 publications

References 25 publications

YouTube Videos as a Tool for Faculty Development in Medical Education: A Learning Analytic Overview

YouTube Videos as a Tool for Faculty Development in Medical Education: A Learning Analytic Overview

Strategic Considerations for Applying the Flipped Classroom to Neurology Education

New Media, Technology and Neurology Education

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