Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course

Online 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 lectu...

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Autores principales:	Michail N. Giannakos, Konstantinos Chorianopoulos, Nikos Chrisochoides
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	open learning open universities online learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/af2fdc43f0b4424888143d437f1a4b7a
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spelling	oai:doaj.org-article:af2fdc43f0b4424888143d437f1a4b7a2021-12-02T19:20:43ZMaking sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course10.19173/irrodl.v16i1.19761492-3831https://doaj.org/article/af2fdc43f0b4424888143d437f1a4b7a2015-01-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1976https://doaj.org/toc/1492-3831 Online 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. Michail N. GiannakosKonstantinos ChorianopoulosNikos ChrisochoidesAthabasca University Pressarticleopen learningopen universitiesonline learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 1 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	open learning open universities online learning Special aspects of education LC8-6691
spellingShingle	open learning open universities online learning Special aspects of education LC8-6691 Michail N. Giannakos Konstantinos Chorianopoulos Nikos Chrisochoides Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course
description	Online 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.
format	article
author	Michail N. Giannakos Konstantinos Chorianopoulos Nikos Chrisochoides
author_facet	Michail N. Giannakos Konstantinos Chorianopoulos Nikos Chrisochoides
author_sort	Michail N. Giannakos
title	Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course
title_short	Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course
title_full	Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course
title_fullStr	Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course
title_full_unstemmed	Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course
title_sort	making sense of video analytics: lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/af2fdc43f0b4424888143d437f1a4b7a
work_keys_str_mv	AT michailngiannakos makingsenseofvideoanalyticslessonslearnedfromclickstreaminteractionsattitudesandlearningoutcomeinavideoassistedcourse AT konstantinoschorianopoulos makingsenseofvideoanalyticslessonslearnedfromclickstreaminteractionsattitudesandlearningoutcomeinavideoassistedcourse AT nikoschrisochoides makingsenseofvideoanalyticslessonslearnedfromclickstreaminteractionsattitudesandlearningoutcomeinavideoassistedcourse
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Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course

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