Vis enkel innførsel

dc.contributor.authorGiannakos, Michail
dc.contributor.authorChorianopoulos, Konstantinos
dc.contributor.authorChrisochoides, Nikos
dc.date.accessioned2019-11-13T10:58:56Z
dc.date.available2019-11-13T10:58:56Z
dc.date.created2015-04-30T12:17:30Z
dc.date.issued2015
dc.identifier.citationInternational Review of Research in Open and Distance Learning. 2015, 16 (1), 260-283.nb_NO
dc.identifier.issn1492-3831
dc.identifier.urihttp://hdl.handle.net/11250/2628171
dc.description.abstractOnline video lectures have been considered an instructional media for various pedagogic approaches, such as the flipped classroom and open online courses. In comparison to other instructional media, online video affords the opportunity for recording student clickstream patterns within a video lecture. Video analytics within lecture videos may provide insights into student learning performance and inform the improvement of video-assisted teaching tactics. Nevertheless, video analytics are not accessible to learning stakeholders, such as researchers and educators, mainly because online video platforms do not broadly share the interactions of the users with their systems. For this purpose, we have designed an open-access video analytics system for use in a video-assisted course. In this paper, we present a longitudinal study, which provides valuable insights through the lens of the collected video analytics. In particular, we found that there is a relationship between video navigation (repeated views) and the level of cognition/thinking required for a specific video segment. Our results indicated that learning performance progress was slightly improved and stabilized after the third week of the video-assisted course. We also found that attitudes regarding easiness, usability, usefulness, and acceptance of this type of course remained at the same levels throughout the course. Finally, we triangulate analytics from diverse sources, discuss them, and provide the lessons learned for further development and refinement of video-assisted courses and practices.nb_NO
dc.language.isoengnb_NO
dc.publisherAthabasca University Pressnb_NO
dc.relation.urihttp://www.irrodl.org/index.php/irrodl/article/view/1976
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleMaking sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted coursenb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber260-283nb_NO
dc.source.volume16nb_NO
dc.source.journalInternational Review of Research in Open and Distance Learningnb_NO
dc.source.issue1nb_NO
dc.identifier.cristin1239974
dc.description.localcodeCreative Commons Attribution License 4.0nb_NO
cristin.unitcode194,63,10,0
cristin.unitnameInstitutt for datateknologi og informatikk
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


Tilhørende fil(er)

Thumbnail

Denne innførselen finnes i følgende samling(er)

Vis enkel innførsel

Navngivelse 4.0 Internasjonal
Med mindre annet er angitt, så er denne innførselen lisensiert som Navngivelse 4.0 Internasjonal