Video lecture watching behaviors of learners in online courses

Ozan, Özlem; Özarslan, Yasin

doi:10.1080/09523987.2016.1189255

Cited by 58 publications

(51 citation statements)

References 37 publications

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“…Notably, it was interesting to find that in the studied courses, interpersonal communication as well as engagement with video lectures (video views, video activity in days, and minutes of video viewed) were not found to be significant predictors of course completion and success on the final exam. These results are in contrast to previous studies, which centralized the importance of these activities as core elements in online courses (Agudo‐Peregrina et al, ; Ozan & Ozarslan, ). Possible reasons could be that these activities were not obligatory and were not graded and that students used other communication channels (e.g., email and WhatsApp), which are external to the course website as well as video lecture summaries that are produced and distributed by the students.…”

Section: Discussioncontrasting

confidence: 99%

“…Specifically, the findings of this research supply a comprehensive understanding of the type of engagement reflected in each student's online activity. With regard to course materials, in this research as well as in previous research (Goda et al, 2015), students who completed their course were highly engaged with the videos (Ozan & Ozarslan, 2016), learning unit resources, and additional materials and consistently submitted assignments (Lim, 2016). This corresponds to other study findings that demonstrated that students' late submission of assignments and frequency of course logins predicted their course achievement (You, 2016), although students' completion of learning assignments has a positive influence on their interaction in regard to learning (Ma et al, 2015).…”

Section: Differences In Students' Engagement For Completers and Nonsupporting

confidence: 80%

“…Moreover, the course content is a significant driver in students' perception of the quality of the learning experience (Peltier, Schibrowsky, & Drago, 2007;Wu, 2016). In recent years, video is perceived as a rich and powerful medium (Chen & Sun, 2012;Ozan & Ozarslan, 2016;Zhang, Zhou, Briggs, & Nunamaker, 2006). Thus, a rich learning environment contributes to the effectiveness of online learning (Crawford-Ferre & Wiest, 2012) and enables more time to be dedicated to learning materials compared with classroom-based learning (Robertson, Grant, & Jackson, 2005).…”

Section: Students' Engagement With Course Learning Materialsmentioning

confidence: 99%

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Students' engagement characteristics predict success and completion of online courses

Soffer

Cohen

2019

Computer Assisted Learning

136

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This study examined students' engagement characteristics in online courses and their impact on academic achievements, trying to distinguish between course completers and noncompleters. Moreover, this research is intended to differentiate between those who pass the final exam and those who do not. Four online courses were examined with a similar pedagogical model (Nstudents = 646) using learning analytics methods. The results revealed significant differences between students who completed the courses and students who did not, in all 13 variables. Completers' learning activities were more than twice as high, except for writing in the forums. Course subject and ongoing task and assignment submissions predicted course completion, whereas, in addition to these variables, engagement with course materials and reading the forums predicted final exam success, as well. Thus, the prediction of success in final exam emphasized the significant importance of engagement in various activities in the online course.

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Section: Discussioncontrasting

confidence: 99%

Section: Differences In Students' Engagement For Completers and Nonsupporting

confidence: 80%

Section: Students' Engagement With Course Learning Materialsmentioning

confidence: 99%

See 1 more Smart Citation

Students' engagement characteristics predict success and completion of online courses

Soffer

Cohen

2019

Computer Assisted Learning

136

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“…There were three studies that looked at attention/engagement with respect to different types of instructor onscreen videos (Bhat et al, 2015;Chen & Wu, 2015;Ozan & Ozarslan, 2016). Ozan and Ozarslan examined the rates at which resource videos were fully watched comparing green screen, talking head, and interview videos.…”

Section: Engagement and Attentionmentioning

confidence: 99%

Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning

Lubrick

Zhou

Zhang

2019

EURASIA J MATH SCI T

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Lightboard technology has only been around since 2013, but has already shown up on numerous campuses worldwide. There is a dearth of research related to lightboard videos, so there is a need to systematically explore its potential and best practices. This paper explores the pedagogical potential of lightboards for higher education through theoretical analysis and relevant literature evidence. Using relevant theoretical frameworks, including Cognitive Load Theory, Cognitive Theory of Multimedia Learning, and Social Learning Theory, we argue that the lightboard technology may improve student achievement and learning engagement, since it displays an onscreen instructor, who has the possibility to utilize gestures. Papers that compared videos with and without onscreen instructors, as well as gesturing and no gesturing cases, are reviewed in terms of the impact on learning outcomes, cognitive load, and engagement and/or social aspects. The relevant literature did not, however, provide clear insight about the benefits that a lightboard video would provide. Therefore, we advocate for further empirical research directly studying lightboard videos. Relevant questions and directions for future research are identified.

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“…Kaltura 1 ise oynatma, durdurma, atlama, tam ekranda oynatma gibi birçok etkileşime ilişkin log verisinin tutulmasını sağlayan ve Kitlesel Açık Çevrimiçi Dersler (MOOC) ile entegre olarak kullanılabilen bir video yayınlama platformudur. Sistemden elde edilen log verileri hem platformun kendine ait araçlar ile hem de Google Analitik ile görselleştirilebilmekte ve videoda öğrenci etkileşimlerinin zirve yaptığı bölümler kolaylıkla belirlenebilmektedir (Ozan & Ozarslan, 2016). Tablo 1'de, geliştirilmiş ve araştırmalarda kullanılmış olan video analitik araçlarına ait karşılaştırmalar verilmiştir.…”

Section: Video Analitik Araçlarıunclassified

Çevrimiçi Dersler için Video Analitik Aracının Tasarlanması ve Geliştirilmesi

Bayazıt¹,

Akçapınar²

2018

İlköğretim Online

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Öz. Çevrimiçi öğrenme ortamları, öğrencilerin içeriklerle ve forum, viki vb. etkinliklerle ilgili her türlü etkileşimine ilişkin (bakma, silme, ekleme, güncelleme vb.) bilgileri veri tabanlarında kayıt etmektedir. Bu veriler, öğrenme süreçlerinin daha iyi anlaşılması ve eğitsel problemlerin çözümü konusunda öğrenme analitiği ve eğitsel veri madenciliği araştırmacılarının başvurduğu önemli veri kaynaklarıdır. Çevrimiçi öğrenme ortamlarında video tabanlı öğrenme materyallerinin kullanımının artması ile birlikte bu etkileşimlerin önemli bir bölümü videolar üzerinde gerçekleşmeye başlamıştır. Ancak, mevcut öğrenme yönetim sistemleri video izleme davranışlarının kayıt edilmesine ve analiz edilmesine olanak sağlamamaktadır ya da sınırlı analizler sunmaktadır. Yapılan çalışmalar ise bu verilerin analizi ile öğrencilerin video izleme davranışlarının anlaşılması ve video tabanlı ders materyallerinin geliştirilmesi konusunda önemli bilgilerin elde edilebileceğini göstermektedir. Bu çalışmada, araştırmacılar tarafından, öğrencilerin video etkileşimlerini kaydetmeye olanak sağlayacak bir video oynatıcı geliştirilmesi amaçlanmıştır. Çalışma kapsamında, geliştirilen video oynatıcının teknik özelliklerine, araç sayesinde elde edilen etkileşim verilerine ve aracın uygulaması sonucu elde edilen verilerin analizine ilişkin bilgilere yer verilmiştir. Anahtar Sözcükler: Video tabanlı öğrenme, öğrenme analitikleri, video analitik, çevrimiçi öğrenme, MoodleAbstract. Online learning environments, record all kinds of information including interactions of students with content and various activities related to forum, wiki, etc. (viewing, deleting, adding, updating, etc.) in databases. This data is an important source for research analysts and educational data mining researchers for better understanding of learning processes and solving educational problems. Along with the increasing use of video-based learning materials in online learning environments, significant amount of these interactions have begun to take place on videos, however, existing learning management systems do not allow or allow limited analysis of video viewing behaviors. On the other hand, analyzing these data will provide important information to the researchers in understanding the video viewing behavior of their students and in using video-based course material more effectively. The aim of this study is to develop a video player that allows researchers to record video interactions of their students. The technical specifications of the developed video player, the interaction data obtained by the tool and the analysis of the data obtained after the application of the Video Analytics Tool explained in detail.

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Video lecture watching behaviors of learners in online courses

Cited by 58 publications

References 37 publications

Students' engagement characteristics predict success and completion of online courses

Students' engagement characteristics predict success and completion of online courses

Is the Future Bright? The Potential of Lightboard Videos for Student Achievement and Engagement in Learning

Çevrimiçi Dersler için Video Analitik Aracının Tasarlanması ve Geliştirilmesi

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