Title: Usage reporting on recorded lectures using educational data mining
Authors: Pierre Gorissen; Jan Van Bruggen; Wim Jochems
Fontys University of Applied Sciences, P.O. Box 347, 5600AH, Eindhoven, The Netherlands.
Fontys University of Applied Sciences, P.O. Box 347, 5600AH, Eindhoven, The Netherlands; Open University of The Netherlands, P.O. Box 2960, 6401DL, Heerlen, The Netherlands.
Eindhoven University of Technology, P.O. Box 513, 5600MB, Eindhoven, The Netherlands
Abstract: This study analyses the interactions of students with the recorded lectures. We report on an analysis of students' use of recorded lectures at two Universities in the Netherlands. The data logged by the lecture capture system (LCS) is used and combined with collected survey data. We describe the process of data pre-processing and analysis of the resulting full dataset and then focus on the usage for the course with the most learner sessions. We found discrepancies as well as similarities between students' verbal reports and actual usage as logged by the recorded lecture servers. The analysis shows that recorded lectures are viewed to prepare for exams and assignments. The data suggests that students who do this have a significantly higher chance of passing the exams. Given the discrepancies between verbal reports and actual usage, research should no longer rely on verbal reports alone.
Keywords: recorded lectures; web lectures; educational data mining; learning analytics; video lectures; lecture capture systems; usage reporting; learning technology; student interaction; higher education; learning technology; exam preparation; assignment preparation.
Int. J. of Learning Technology, 2012 Vol.7, No.1, pp.23 - 40
Available online: 13 May 2012