scholarly journals Videos in Online Courses

2022 ◽  
Vol 4 (3) ◽  
pp. 94-110
Author(s):  
Eric Litton
Keyword(s):  
Quantitative Analysis ◽  
Student Engagement ◽  
Student Performance ◽  
Online Courses ◽  
Course Content ◽  
Analysis Techniques ◽  
Video Viewing ◽  
Online Videos ◽  
Traditional Setting ◽  
The Relationship

Many instructors use videos to support their teaching in online courses to convey course content that would normally be taught in a traditional setting. Prior studies have shown some connection between utilizing online videos and student performance but do not always support their finding statistically or consider the nuance of the online videos, such as if the videos are required and how long the videos are. This article uses various quantitative analysis techniques to investigate the relationship between video length, student video viewing patterns, and grades. The findings indicate that videos should stay within a certain length to encourage student engagement with the videos and course assignments. Also, watching online videos is only positively related to grades when students are not required to watch, a result that is consistent across course-level and student-level models. Student viewing patterns also differ for courses that require watching videos versus those that do not. The article concludes by discussing the relevance of these results and how instructors can best utilize online videos in their courses.

scholarly journals WHAT SENIORS HAVE TO SAY ABOUT THEIR ENGAGEMENT

2017 ◽  
Author(s):  
Sylvie Doré
Keyword(s):  
Additive Manufacturing ◽  
Quantitative Analysis ◽  
Student Engagement ◽  
Qualitative Analysis ◽  
Teaching Methods ◽  
Electronic Devices ◽  
Methods Course ◽  
Course Content ◽  
Elective Course

The goal of this pre-study was to prescribe a solution to a perceived decrease in student engagement in an elective course on additive manufacturing. The objectives were to:identify in what activities the students are engaging; identify causes for lack of engagement in their studies, if any;identify possible changes to the additive manufacturing course.A mixed (quantitative and qualitative) triangulation interpretivist approach was used to address the first two objectives. Approximately half (1/2) the students stated that their studies was not their priority, two thirds (2/3) reported that they attended university primarily to earn a diploma rather than to learn and again two thirds (2/3) said that they had difficulty concentrating, signs that most students are not fully engaged in learning. The qualitative analysis provided insight and nuance to the quantitative analysis. It made it possible to identify sources for lack of engagement. Apart from the presence of electronic devices which distract attention, teaching methods, course content and evaluation modalities were often cited. Based on the findings, three changes are suggested to the course

scholarly journals Recommender Systems for MOOCs: A Systematic Literature Survey (January 1, 2012 – July 12, 2019)

2020 ◽  
Vol 21 (4) ◽  
pp. 255-291
Author(s):  
Asra Khalid ◽  
Karsten Lundqvist ◽  
Anne Yates
Keyword(s):  
Quantitative Analysis ◽  
Literature Review ◽  
Student Performance ◽  
Recommender Systems ◽  
Online Courses ◽  
Systems Design ◽  
Literature Survey ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Massive Open Online

In recent years, massive open online courses (MOOCs) have gained popularity with learners and providers, and thus MOOC providers have started to further enhance the use of MOOCs through recommender systems. This paper is a systematic literature review on the use of recommender systems for MOOCs, examining works published between January 1, 2012 and July 12, 2019 and, to the best of our knowledge, it is the first of its kind. We used Google Scholar, five academic databases (IEEE, ACM, Springer, ScienceDirect, and ERIC) and a reference chaining technique for this research. Through quantitative analysis, we identified the types and trends of research carried out in this field. The research falls into three major categories: (a) the need for recommender systems, (b) proposed recommender systems, and (c) implemented recommender systems. From the literature, we found that research has been conducted in seven areas of MOOCs: courses, threads, peers, learning elements, MOOC provider/teacher recommender, student performance recommender, and others. To date, the research has mostly focused on the implementation of recommender systems, particularly course recommender systems. Areas for future research and implementation include design of practical and scalable online recommender systems, design of a recommender system for MOOC provider and teacher, and usefulness of recommender systems.  

Effective Online Courses in Business Administration

2011 ◽  
pp. 237-246
Author(s):  
David L. Sturges
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Student Performance ◽  
Business School ◽  
Course Design ◽  
Online Courses ◽  
Cost Benefit ◽  
Traditional Learning ◽  
Course Content ◽  
Traditional Course

Technologies used to enhance, augment, or replace traditional course content have been widely examined. With few exceptions, study of these technologies focuses on the effects of the technologies in isolation. Only a few discussions have attempted to evaluate multi-technologies and their contribution to effective learning for online students. This chapter looks at the traditional learning styles and creates a model for robust, multi-technology, student learning-centered approach to optimize student learning in online classes in a business school. It finds that a well-designed, multi-technology approach results in better student performance, more satisfied students, and greater cost-benefit for the business school. The results have been adapted into course design to create a new kind of resource for online course deployment.

A Qualitative Study of Student Expectations of Online Faculty Engagement

2019 ◽  
pp. 220-236
Author(s):  
Christoper W. Berg ◽  
Melanie Shaw ◽  
Anthony L. Contento ◽  
Scott W. M. Burrus
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Online Courses ◽  
Faculty Engagement ◽  
Online Faculty ◽  
Student Expectations ◽  
Performance Expectations ◽  
Student Interactions ◽  
Institutional Expectations ◽  
The Relationship

Institutions offering online courses and degrees often develop requirements for faculty-to-student interactions; yet, these requirements may not align student preferences for faculty engagement. This chapter expanded the work on an earlier study by Shaw, Clowes, and Burrus, “A Comparative Typology of Student and Institutional Expectations of Online Faculty.” The current study included a new sampling of 57 students across two institutions focused on their experiences in online courses. Using the original typology as a lens, results were grouped into themes including substantive feedback, timeliness, and course expectations. Recommendations for further study include conducting a quantitative study of the relationship between faculty outcomes and student satisfaction after implementing student performance expectations.

A Qualitative Study of Student Expectations of Online Faculty Engagement

2021 ◽  
pp. 2020-2031
Author(s):  
Christoper W. Berg ◽  
Melanie Shaw ◽  
Anthony L. Contento ◽  
Scott W. M. Burrus
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Online Courses ◽  
Faculty Engagement ◽  
Online Faculty ◽  
Student Expectations ◽  
Performance Expectations ◽  
Student Interactions ◽  
Institutional Expectations ◽  
The Relationship

Institutions offering online courses and degrees often develop requirements for faculty-to-student interactions; yet, these requirements may not align student preferences for faculty engagement. This chapter expanded the work on an earlier study by Shaw, Clowes, and Burrus, “A Comparative Typology of Student and Institutional Expectations of Online Faculty.” The current study included a new sampling of 57 students across two institutions focused on their experiences in online courses. Using the original typology as a lens, results were grouped into themes including substantive feedback, timeliness, and course expectations. Recommendations for further study include conducting a quantitative study of the relationship between faculty outcomes and student satisfaction after implementing student performance expectations.

scholarly journals Student engagement with course content and peers in synchronous online courses discussions

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Allison M Truhlar ◽  
Kimberly M Williams ◽  
M Todd Walter
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Engagement ◽  
Online Courses ◽  
Student Interaction ◽  
Interaction Type ◽  
Student Interactions ◽  
Course Content ◽  
The Third

As higher education institutions in United States offer online courses to growing audiences, there is increasing desire to understand how best to engage students with both course content and their peers. This case study examines the effects of assigning chat roles and facilitating self and group reflection on student-content and student-student interaction outcomes in four synchronous chats conducted in an online introductory-level sustainability course. We also considered what occurred within group reflections to inform how they are structured in the future. We found that assigning roles increased the proportion of critical student-student interactions. Self-reflections had no effect on either interaction type. Groups completing group reflections had a greater proportion of critical student-content interactions in the third chat and critical student-student interactions in the fourth chat than the groups that did not complete the group reflections. Based on our results, we plan to keep roles and group reflections going forward, and eliminate self-reflections. Furthermore, to increase the effectiveness of the group reflections, we propose some ideas to increase student ability to convert their ideas into change during subsequent chats.

scholarly journals A MOOC Video Viewing Behavior Analysis Algorithm

2018 ◽  
Vol 2018 ◽  
pp. 1-7
Author(s):  
Yong Luo ◽  
Guochang Zhou ◽  
Jianping Li ◽  
Xiao Xiao
Keyword(s):  
Behavior Analysis ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Release Time ◽  
Massive Open Online ◽  
Independence Test ◽  
Analysis Algorithm ◽  
Video Viewing ◽  
Negative Linear Correlation ◽  
The Relationship

MOOCs (massive open online courses) are developing rapidly, but they also face many problems. As the MOOC’s most important resource, the course videos have a very important influence on the learning. This article defines the ratio R (R=Average  viewing  duration/Video  length), which reflects the popularity of the video. By analyzing the relationship between the video length, release time, and R, we found a significant negative linear correlation between video length and R and video release time and R. However, when the number of videos is less than the threshold, the release time has less influence on R. This paper presents a video viewing behavior analysis algorithm based on multiple linear regression. The residual independence test proved that the algorithm has a good approximation to the data. It can predict the popularity of similar course videos to help producers optimize video design.

scholarly journals Who Makes the Grade? Research Comparing Self, Peer and Instructor Grades in College

2018 ◽  
Vol 3 (3) ◽  
pp. 1
Author(s):  
Kayla Atkinson ◽  
Carmen E. Sanchez ◽  
Alison C. Koenka ◽  
Hannah Moshontz ◽  
Harris Cooper
Keyword(s):  
Online Education ◽  
Student Performance ◽  
Meta Analysis ◽  
Future Research ◽  
Education Student ◽  
Senior Year ◽  
Course Content ◽  
Reliability Estimates ◽  
College Classes ◽  
The Relationship

With the increase in large college classes and online education, student grading of their own work and that of peers is also increasing in frequency. This meta-analysis of 36 studies and 103 effect sizes examined several questions regarding the relationship between grades assigned by college students (either to themselves or peers) and those assigned by their instructors on the same assessment. On average, students graded themselves .41 standard deviations higher than their instructors. The grade distribution correlation between the two types of graders averaged r=.71. Inter-judge reliability estimates suggested that a range of 2-4 peer-graders are needed in order to attain the same level of reliability achieved by the instructor. Little research was found on the effect of student grading on subsequent student performance. Moderator analyses revealed that differences between graders appeared to be minimized when (a) students are grading a peer’s work rather then their own, (b) they are in their freshman versus sophomore, junior or senior year, (c) some form of training is given, (d) assessment has lower stakes, (e) more objective tests are given, and (f) course content is English, social science, or professional versus science or engineering. These results have implications for what contexts best facilitate the use of students as graders, and bring to light areas where future research is needed.

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