Hispana. Acceso en línea al Patrimonio Cultural Digital Español

Está en:  › Record data

Video Viewing Patterns Using Different Teaching Treatments: A Case Study Using YouTube Analytics

Identificadores del recurso

https://ojs.uv.es/index.php/realia/article/view/15389

10.7203/realia.22.15389

Origin

(Research in Education and Learning Innovation Archives (REALIA))

File

Title:: Video Viewing Patterns Using Different Teaching Treatments: A Case Study Using YouTube Analytics; Patrons de visualització de vídeo segon diferents models d'ensenyament: cas pràctic amb YouTube Analytics; Patrones de visualización de video según diferentes modelos de enseñanza: estudio de caso con YouTube Analytics
Tema:: IT, education, pedagogy, analytics; learning analytics; YouTube videos; video-based instruction; viewing patterns; flipped classroom; Analytics; educació superior; videos educatius; analítiques d'aprenentatge; analítica de l’aprenentatge, vídeo de You Tube; Instrucció basada en vídeos; patrons de visualització; classe invertida; Multimedia Instruction;; analítica de aprendizaje; video de You Tube; Instrucción basada en vídeos; patrones de visionado; clase invertida
Description:: This study explores the viewing patterns of 17 instructional videos in both a traditional and flipped classroom environment by 732 business students taking an IT-related module. While previous work has concentrated mainly on outputs(e.g. student satisfaction/results), this study focuses on how the nature of students’ interactions with videos can be determined through a deep analysis of analytics data. The main findings show that there were less interactions with the instructional videos in the flipped classroom environment compared to the traditional environment, and that videos were used more as a revision aid prior to exams (in both environments) than as an ongoing support to develop skills during term. Implications of this study include the need for regular monitoring of how instructional videos are being used during termand the importance of undertaking a deeper analysis of analytics data as the initial summary data may be misleading.; Aquest estudi explora els patrons de visualització de 17 vídeos en un context tradicional daprenentatge i en un context de classe invertida per 723 estudiants de negocis cursant un mòdul relacionat amb . Mentre recerques anteriors s’han centrat principalment en resultats (per exemple, satisfacció/resultats dels alumnes), en aquest estudi l’enfocament recau en com la natura de les interaccions del estudiants amb el vídeos por determinar-se mitjançant un anàlisi profund de les dades analítiques. Els nostres resultats mostren menys interacció amb els vídeos en el context de la classe invertida que en el de la classe tradicional. De la mateixa manera, mostren un ús més elevat dels vídeos com a material de revisió abans de l’examen durant el semestre en ambdós contexts d’aprenentatge que no pas un ús com a suport pedagògic pel desenvolupament d’habilitats durant el semestre. Les implicacions d’aquest estudi suggereixen la necessitat de de forma regular l’ús de vídeos durant el semestre, així com la importància de realitzar un anàlisi més profund de les dades analítiques ja que el sumari de dades inicial en molts casos pot resultar enganyós.; Este estudio explora los patrones de visualización de 17 videos en un contexto tradicional de aprendizaje y en un contexto de clase invertida por 723 estudiantes de negocios cursando un módulo relacionado con . Mientras investigaciones anteriores se centraban en resultados (por ejemplo, satisfacción/resultados de los alumnos), en este estudio el foco recae en cómo la naturaleza de las interacciones de los estudiantes con los videos puede determinarse a través de un análisis profundo de los datos analíticos. Nuestros resultados muestran menor interacción con los videos en el contexto de clase invertida que en el de clase tradicional. Asimismo, muestran un mayor uso de los videos como material de revisión antes del examen en ambos contextos de aprendizaje que un uso como soporte pedagógico para el desarrollo de habilidades a lo largo del semestre. Las implicaciones de este estudio apuntan hacia la necesidad de una habitual del uso de los videos durante el semestre. Del mismo modo, se constata la importancia de llevar a cabo un análisis más profundo de los datos puesto que el sumario de datos iniciales en muchos casos puede ser engañoso.
Source:: Research in Education and Learning Innovation Archives; No 22 (2019); 77-95; 2659-9031
Idioma:: English
Relation:: https://ojs.uv.es/index.php/realia/article/view/15389/14075; https://ojs.uv.es/index.php/realia/article/view/15389/18401; https://ojs.uv.es/index.php/realia/article/view/15389/18402; https://ojs.uv.es/index.php/realia/article/view/15389/18403; /*ref*/Adair, D., Alman, S. W., Budzick, D., Grisham, L. M., Mancini, M. E., & Thackaberry, A. S. (2014). Many shades of MOOCs. Internet Learning Journal, 3(1), 53-72. Arthurs, J., Drakopoulou, S., Gandini, A. (2018). Researching YouTube. The International Journal of Researching into New Media Technologies, 24(1), 3-15. Bernard, J. S. (2015). The flipped classroom: fertile ground for nursing education research. International Journal of Nursing Education Scholarship, 12(1), 99–109. Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15–21. Brame, C. (2016). Effective Educational Videos: principles and guidelines for manimising student learning from video content. CBE Life Sciences Education, 15(4). Brewer, R. & Movahedazarhouligh, S. (2018). Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education. Journal of Computer Assisted Learning, 34(4), 409-416. Brotherton, J. A., & Abowd, G. D. (2004).Lessons learned from eClass: assessing automated capture and access in the classroom. ACM Transactions on Computer–Human Interaction, 11(2), 121-155. Buchner, J. (2018). How to create educational videos: from watching passively to learning actively. Open Online Journal for Research and Education Special Issue No. 12. ISSN: 2313-1640. Buzzetto-More, N. (2015). Student attitudes towards the integration of YouTube in online, hybrid, and web-assisted courses: an examination of the impact of course modality on perception. MERLOT Journal of Online Learning and Teaching, 11(1), 55-73. De Boer, J. (2013). Learning from video: viewing behavior of students. Enschede: Ipskamp Drukkers B.V. Delaviz, Y., & Ramsay, S. (2018). Student usage of short online single-topic videos in a first-year engineering chemistry class. Proceedings of the 2018 Canadian Engineering Education Association. University of British Columbia.  European Commission (2014), Report to the European Commission on new modes of learning and teaching in higher education. High Level Group on the Modernisation of Higher Education. Luxembourg: Publications Office of the European Union. DOI: 10.2766/81897. Giannakos, M. N., Chorianopoulos, K., & Chrisochoides, N. (2014). Collecting and making sense of video learning analytics. Proceedings of the 2014 IEEE Frontiers in Education Conference (FIE 2014), 22-25 October 2014, Madrid, Spain.  Harrington, S. A., Bosch, M. V., Schoofs, N., Beel-Bates, C., & Anderson, K. (2015). Quantitative outcomes for nursing students in a flipped classroom. Nursing Education Perspectives, 36(3), 179-181. Heijstra, T. M. & Sigurðardóttir, M. S. (2017). The flipped classroom: does viewing the recordings matter? Active Learning in Higher Education, 19(9), 211-223. Jensen, J. L., Holt, E. A., Sowards, J. B., Ogden T., & West, R. (2018).Journal of Science Education and Technology, 27(6), 523-535.  Kim, J., Guo, P. J., Seaton, D. T., Mitros, P., Gajos, K. Z., & Miller, R. C. (2014). Understanding in-video dropouts and interaction peaks in online lecture videos.Proceedings of the First ACM Conference on Learning @ Scale Conference, L@S '14, 31-40. Köster, J. (2018). Video in the age of digital learning. Springer International Publishing. ISBN: 978-3-319-93936-0. Knight, S., Shibani, A., Shum, SB. (2018). Augmenting formative writing assessment with learning analytics: A design abstraction approach. Proceedings of International Conference of the Learning Sciences, ICLS, June 2018, 1783-1790. Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4). DOI 10.1186/s41039-016-0044-2. Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179–200. Lopes, A.P., Soares, F. (2018). Perception and performance in a flipped classroom financial mathematics classroom. The International Journal of Management Education, 16(1), 105-113. McCarthy, J. (2016). Reflections on a flipped classroom in first year higher education. Issues in Educational Research, 26(2), 332-350. Metz, A. M. (2013). Access patterns and learning outcomes associated with online videos in a “flipped classroom” in a minority-serving post-baccalaureate program. Retrieved from https://www.nabt.org Mirriahi, N. & Vigentini, L. (2017). Analytics of Learner Video Use. In Handbook of Learning Analytics 1stEdition. Society for Learning Analytics Research. 251-267. Presti, C. R. (2016). The flipped learning approach in nursing education: a literature review. Journal of Nursing Education, 55(5), 252–257. Schiltz, G. (2015). Video analytics: when and how do students use tutorial videos? Proceedings of the 23rd International Conference on Computers in Education, Asia-Pacific Society for Computers in Education, 774-776. Schumacher, C., Ifenthaler, D. (2018). Features students really expect from learning analytics. Computers in Human Behavior, 78. 397-407. Schwarzenberg, P., Navon, J., Nussbaum, M., Pérez-Sanagustín, M., & Caballero, D. (2017). Learning experience assessment of flipped courses. Journal of Computing in Higher Education, 1–22. Slemmons, K., Anyanwu, K., Hames, J., Grabski, D., Mlsna, J., Simkins, E., Cook, P. (2018). The impact of video length on learning in a middle-level flipped science setting: implications for diversity inclusion. Journal of Science Education and Technology, 27(5), 469-479. Song, Y., Kapur, M. (2017). How to flip the classroom – “productive failure or traditional flipped classroom” pedagogical approaches. Journal of Educational Technology & Society, 20(1). 292-305. Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15. 171-193. Sutherland-van den Heuvel, I. (2015). Leren met weblectures; Gebruik, ervaring en waardering van een weblecture-serie van het vak stralingsdeskundigheid op de opleiding medisch beeldvormende & radiotherapeutische technieken van hogeschool Inholland. Inholland University of Applied Sciences. Retrieved from https://www.inholland.nl Tse, W., Choi, L., Tang, W. (2018). Effects of video-based flipped class instruction on subject reading motivation. British Journal of Educational Technology, 50(1). 385-398. Weaver, G. C., & Sturtevant, G. (2015). Design, implementation, and evaluation of a flipped format general chemistry course. Journal of Chemical Education, 92, 1437-1448. Yankus, J. & Labrada, M. (2018). Do-It-Yourself Video Lectures: Coaching Faculty from an Instructional Design Perspective. In <cite>Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education</cite>, 230-235.  YouTube (2019), YouTube by the numbers. Retrieved from https://www.youtube.com/yt/about/press/ Zainuddin, Z., & Halili, S.H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3), 313–340.  Zuber, W. J. (2016). The flipped classroom, a review of the literature. Industrial and Commercial Training,48(2), 97–103.
Autor/Productor:: Walsh, John N.; O'Brien, Michael P.; Slattery, Darina M.
Publisher:: Universitat de València (España)
Rights:: Copyright (c) 2019 The Authors; https://creativecommons.org/licenses/by-nc-sa/4.0/deed.en
Date:: 2019-06-24
Tipo de recurso:: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion
Format:: application/pdf; application/epub+zip; text/html; application/xml

oai_dc

Download XML

Se ha omitido la presentación del registro por ser demasiado largo. Si lo desea, puede descargárselo en el enlace anterior.

marcxml

Download XML

<?xml version="1.0" encoding="UTF-8" ?>

<record schemaLocation="http://www.loc.gov/MARC21/slim http://www.loc.gov/standards/marcxml/schema/MARC21slim.xsd">
1. <leader>nmb a2200000Iu 4500</leader>
2. <controlfield tag="008">"190624 2019 eng "</controlfield>
3. <datafield ind1="#" ind2="#" tag="022">
 1. <subfield code="$a">2659-9031</subfield>
 </datafield>
4. <datafield ind1=" " ind2=" " tag="042">
 1. <subfield code="a">dc</subfield>
 </datafield>
5. <datafield ind1="0" ind2="0" tag="245">
 1. <subfield code="a">Video Viewing Patterns Using Different Teaching Treatments: A Case Study Using YouTube Analytics</subfield>
 </datafield>
6. <datafield ind1="1" ind2=" " tag="720">
 1. <subfield code="a">Walsh, John N.</subfield>
 2. <subfield code="u">University of Limerick</subfield>
 3. <subfield code="0">https://www.ul.ie/business/kbs-staff/dr-john-walsh</subfield>
 4. <subfield code="0">http://orcid.org/0000-0002-1717-8468</subfield>
 </datafield>
7. <datafield ind1="1" ind2=" " tag="720">
 1. <subfield code="a">O'Brien, Michael P.</subfield>
 2. <subfield code="u">University of Limerick</subfield>
 3. <subfield code="0">https://www.ul.ie/business/kbs-staff/michael-p-obrien</subfield>
 4. <subfield code="0">http://orcid.org/0000-0001-8136-6415</subfield>
 </datafield>
8. <datafield ind1="1" ind2=" " tag="720">
 1. <subfield code="a">Slattery, Darina M.</subfield>
 2. <subfield code="u">University of Limerick</subfield>
 3. <subfield code="0">https://www.ul.ie/artsoc/faculty-research/dr-darina-slattery</subfield>
 4. <subfield code="0">http://orcid.org/0000-0002-7407-8092</subfield>
 </datafield>
9. <datafield ind1=" " ind2=" " tag="653">
 1. <subfield code="a">Array</subfield>
 </datafield>
10. <datafield ind1=" " ind2=" " tag="520">
 1. <subfield code="a">This study explores the viewing patterns of 17 instructional videos in both a traditional and flipped classroom environment by 732 business students taking an IT-related module. While previous work has concentrated mainly on outputs(e.g. student satisfaction/results), this study focuses on how the nature of students’ interactions with videos can be determined through a deep analysis of analytics data. The main findings show that there were less interactions with the instructional videos in the flipped classroom environment compared to the traditional environment, and that videos were used more as a revision aid prior to exams (in both environments) than as an ongoing support to develop skills during term. Implications of this study include the need for regular monitoring of how instructional videos are being used during termand the importance of undertaking a deeper analysis of analytics data as the initial summary data may be misleading.</subfield>
 </datafield>
11. <datafield ind1=" " ind2=" " tag="260">
 1. <subfield code="b">Universitat de València (España)</subfield>
 </datafield>
12. <dataField ind1=" " ind2=" " tag="260">
 1. <subfield code="c">2019-06-24 00:00:00</subfield>
 </dataField>
13. <datafield ind1=" " ind2=" " tag="856">
 1. <subfield code="q">application/pdf</subfield>
 </datafield>
14. <datafield ind1=" " ind2=" " tag="856">
 1. <subfield code="q">application/epub+zip</subfield>
 </datafield>
15. <datafield ind1=" " ind2=" " tag="856">
 1. <subfield code="q">text/html</subfield>
 </datafield>
16. <datafield ind1=" " ind2=" " tag="856">
 1. <subfield code="q">application/xml</subfield>
 </datafield>
17. <datafield ind1="4" ind2="0" tag="856">
 1. <subfield code="u">https://ojs.uv.es/index.php/realia/article/view/15389</subfield>
 </datafield>
18. <datafield ind1="0" ind2=" " tag="786">
 1. <subfield code="n">Research in Education and Learning Innovation Archives; No 22 (2019)</subfield>
 </datafield>
19. <datafield ind1=" " ind2=" " tag="546">
 1. <subfield code="a">eng</subfield>
 </datafield>
20. <datafield ind1=" " ind2=" " tag="540">
 1. <subfield code="a">Copyright (c) 2019 The Authors</subfield>
 </datafield>
</record>