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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
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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

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