Video learning analytics: Investigating behavioral patterns and learner clusters in video-based online learning

Yoon, Meehyun; Lee, Jung-Eun; Jo, Il Hyun

doi:10.1016/j.iheduc.2021.100806

Cited by 91 publications

(80 citation statements)

References 58 publications

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“…Codreanu E et al [44] found a relationship between Mathematical argumentation and video-based learning environments. Recent research in 2021 also showed that students who actively study and watch video learning have higher achievements than those who are passive and only take classes [45]. Another research examined how master's degree students are given the task of making video learning on statistical material [46].…”

Section: Video-based Learningmentioning

confidence: 99%

The Hungry Ant: Development of Video-Based Learning on Polyhedron

Hermita

Putra

Alim

et al. 2021

Int. J. Interact. Mob. Technol.

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This research on learning media development is to answer the challenge of using technology in this 21st century wherein technology is growing rapidly. The purpose of this research is to develop a learning media in the form of learning video on primary school topics. Researchers chose polyhedron to be the research subject. This search will use the 4D model and will only focus from the define up to the development stage. While the small-scale try-out and disseminate of the learning video can be done in another research. According to the validation result, the hungry ant video passed the validation and only needed a few revisions. The hungry ant video would be able to help students to visualize the shape of polyhedron, finding the diagonal space, proofing the area and volume formulas. Future research can analyze effect of the hungry ant video towards the students’ critical thinking ability.

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Section: Video-based Learningmentioning

confidence: 99%

The Hungry Ant: Development of Video-Based Learning on Polyhedron

Hermita

Putra

Alim

et al. 2021

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

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“…The powtoon learning video is able to make students more enthusiastic in listening to the material presented by the teacher (Tarchi et al, 2021). Through the powtoon learning videos, students are more active in participating during online learning (Yoon et al, 2021). The aspect that supports the feasibility of the powtoon learning video is that, the learning video can increase students' motivation, they more interested in taking part in learning.…”

Section: Discussionmentioning

confidence: 95%

“…The power of learning video is in the line to a research who developed learning videos with the Powtoon application (Awalia et al, 2019). In his study, learning videos using Powtoon can improve students' understanding to the learning material and this media also proof that it can be feasible to develop online learning media which affects the students to be more motivated to participate in online learning process (Sholihin et al, 2020;Yoon et al, 2021). So it can be concluded that the use learning video media using Powtoon can be an alternative for the teacher in the learning process, this has an impact on submission of more concrete information, easy to understand by students, and can motivate students to learn.…”

Section: Introductionmentioning

confidence: 90%

Online Learning Innovation: Topic of “Natural and Energy Resources” Using Powtown-Based Learning Video

Upadana

Rati

Gading

2021

International j.of Elementary Education

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This research was conducted based on online learning during the pandemic. The use of learning media that is less innovative has an impact on students' interests and understanding. Therefore, it is necessary to develop innovative learning media that can increase students' interest and understanding. This study aims to describe the process of designing learning videos and to find out the results of the acceptance of learning videos on the content of science lessons for grade IV Elementary Schools to determine the acceptance of the products developed. The type of research used is development research, design on video development using the Powtoon application. The data collection method used is the subject questionnaire method in this study is the acceptability of the product which is assessed by 2 lecturers and 2 teachers. The instrument used to measure the acceptability of learning videos is a rating scale in the form of a learning video assessment sheet from an expert. The data obtained were then analyzed using the Gregory formula of 2x2 cross-tabulation to determine the acceptability of the developed learning video. The results of the analysis show that the value obtained from the four experts is 1.00 with a very high product acceptance qualification. Based on this analysis, it can be said that the learning videos developed are valid and can be used in the learning process in the fourth grade of elementary school.

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“…Video conferencing has been found to present with detrimental effects on participant psyche during COVID-19 [54,]. Although video online learning can create an environment similar to physical meeting space [55], and faculty struggle without visual access to participants in academic meetings [56], a norm has developed where participants opt for no video to protect their privacy and decrease their stress burden with respect to seeing themselves online [57]. With Zoom video, the focus of meeting participants tends to migrate from the topic at hand to how they and their surroundings might be evaluated in relation to others, and with respect to their own expectations of themselves [58].…”

Section: Private Facebook Groups' and Zoom's Relevant Featuresmentioning

confidence: 99%

Online Meeting Challenges in a Research Group Resulting from COVID-19 Limitations

Nash¹

2021

Preprint

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The online learning necessitated by COVID-19 social distancing limitations has resulted in the utilization of hybrid online formats focused on maintaining visual contact among learners and teachers. The preferred option of video conferencing for academic meetings has become that of Zoom. The needs of one voluntary, democratic, self-reflective university research group—grounded in responses to writing prompts—differed in learning focus. Demanding a safe space to encourage and record both self-reflection and creative questioning of other participants, the private Facebook group was chosen over video conferencing to maintain the concentration on group members’ written responses rather than how they saw themselves (and thought others saw them) on screen. A narrative research model initiated in 2015, the 2020/21 interaction of the group in the year’s worth of Facebook entries, and the yearend feedback received from group participants, will be compared with previous years when the weekly group met in-person. The results in relation to COVID-19 limitations indicate that an important aspect of self-directed learning related to trust that comes from team mindfulness is lost when face-to-face interaction is eliminated regarding the democratic nature of these meetings. With online meetings the new standard, maintaining trust requires improvements to online virtual meeting spaces.

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Video learning analytics: Investigating behavioral patterns and learner clusters in video-based online learning

Cited by 91 publications

References 58 publications

The Hungry Ant: Development of Video-Based Learning on Polyhedron

The Hungry Ant: Development of Video-Based Learning on Polyhedron

Online Learning Innovation: Topic of “Natural and Energy Resources” Using Powtown-Based Learning Video

Online Meeting Challenges in a Research Group Resulting from COVID-19 Limitations

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