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

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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
Materia:: 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
Language:: eng
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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
Type of resource:: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion
Format:: application/pdf
Identifier:: https://ojs.uv.es/index.php/realia/article/view/15389; 10.7203/realia.22.15389

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