Presentation used during the Media and Learning / REC:ALL webinar on 6 march 2014.

1. Students and recorded lectures
can you count on them?
Pierre Gorissen
Fontys University of Applied Sciences
The Netherlands
P.Gorissen@fontys.nl

2. • Eindhoven, Tilburg, Venlo,
Sittard, Den Bosch, Veghel
• 40,000 students,
• 4,000 staff
• 100 Bachelor programs
• 24 Master programs,
• 11 Assoc. Degree programs

3. Research into the use of
recorded lectures
• How do students use the
recordings?
– What do they say?
– What do they do?
• Usage paterns?
• Can we support their use with
tags?
• Do students perform better?

4. Recorded Lectures

5. How do students use them?
• Online questionnaire
– 1,122 students
– 7 courses
• Interviews
• Data on the server:
– 1,500,000 lines of log data
– Filter / Clean / Analyse

6. Some results
• Most students watch at home
• No major technical issues
• Students want all lectures to be recorded
• Quality of lecture has no major influence on use
• Students prefer live lectures
• Differences in use by different groups of
students

7. Results
0%
20%
40%
60%
80%
100%
< 10%
10% - 25%
25% - 50%
50% - 75%
> 75%
Students
% of recording viewed
VragenlijstQuestionnaires

8. Results
0%
20%
40%
60%
80%
100%
< 10%
10% - 25%
25% - 50%
50% - 75%
> 75%
Students
% of recording viewed
Vragenlijst
Logbestanden
Questionnaires
Log data

9. Usage Patterns
0
50
100
150
200
250
300
350
400
450
Numberofsessions
Year – Week number
①
② ④
③

10. Research into the use of
recorded lectures
• How do students use the
recordings?
– What do they say?
– What do they do?
• Usage paterns?
• Can we support their use with
tags?
• Do students perform better?

11. Tagging experiment #1

12. Tagging experiment #2

13. Conclusions
• Students view shorter with tags
• Use of tags increases when exam approaches
• Students using tags score better for the exam
• Students…
– Can tag good enough
– Don’t all tag the same
– Don’t tag the same as the expert

14. Research into the use of
recorded lectures
• How do students use the
recordings?
– What do they say?
– What do they do?
• Usage paterns?
• Can we support their use with
tags?
• Do students perform better?

15. Do students perform better?
• Students that used the recordings scored higher
for the tests.
– But….
• Without a specific reason to use a recording,
students will not view them.
– Who/what is the biggest influencer in that case?
• The context of the research is of big influence on
the use of the recordings.
– Makes results harder to replicate or copy.

16. Want to know more?!
http://recordedlectures.com/
P.Gorissen@fontys.nl