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.
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A lot of research into the use of recorded lectures has been done by using surveys or interviews. We will show that triangulation of multiple data sources is needed. We will discuss how students use recorded lectures according to their self-report and what actual usage of the recorded lectures can be derived from the data on the system. We will present the data collections and cover areas where the data can be triangulated to increase the credibility of the results or to question the students' responses. The triangulation shows that we lack data for a number of areas. We will need high-quality surveys and interviews combined with the log data to get a complete picture. We need to be able to link data sets together based on the identification of the individual students, which might raise privacy issues.
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In this paper we analyse the way students tag recorded lectures. We compare their tagging strategy and the tags that they create with tagging done by an expert. We look at the quality of the tags students add, and we introduce a method of measuring how similar the tags are, using vector space modelling and cosine similarity. We show that the quality of tagging by students is high enough to be useful. We also show that there is no generic vocabulary gap between the expert and the students. Our study shows no statistically significant correlation between the tag similarity and the indicated interest in the course, the perceived importance of the course, the number of lectures attended, the indicated difficulty of the course, the number of recorded lectures viewed, the indicated ease of finding the needed parts of a recorded lecture, or the number of tags used by the student.
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On the internet we see a continuously growing generation of web applications enabling anyone to create and publish online content in a simple way, to link content and to share it with others: wellknown instances include MySpace, Facebook, YouTube, Flickr, Wikipedia and Google Earth. The internet has become a social software platform sailing under the Web 2.0 flag, creating revolutionary changes along the way: the individual, the end-user, comes first and can benefit optimally from an environment which has the following keywords: radically user-oriented, decentralized, collective and massive. ‘An environment in which each participant not only listens, but can also make his own voice heard’: the Social Web. This document describes a brief exploration of this Social Web and intends to gain insight in possible fundamental changes this phenomenon is causing or might cause in our society. Particular attention will be paid to the impact of the Social Web on learning and education. For how do two apparently contrary developments touch and overlap? On the one side we have the rapid growth of technologies bringing individuals together to communicate, collaborate, have fun and acquire knowledge (social software). And on the other hand we have the just conviction within the world of education that young people should not only acquire knowledge and information, but should also have all kinds of skills and experience in order to meet social and technological changes deliberately, and prepare for a life long of learning.
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Online recordings of lectures provide students with anytime-anyplace access to lectures. Research shows that students prefer courses accompanied by online recordings and an increasing number of universities provide recorded lectures. This paper presents the results of a study into the use of recorded lectures at two universities in the Netherlands. The goal of the study is to gain a better understanding of the way that this group of students use recorded lectures. This understanding will enable the creation of usage scenarios that need to be supported. Our results show that students use recorded lectures as a replacement for missed lectures and for study tasks, like preparing for an exam. A large proportion of the students report that they watch 75100% of a recorded lecture when the view one. The fact that students did not mention the quality of the actual lectures appears not to influence the use of the recorded lectures. Recorded lectures for courses that only use the blackboard are viewed less often. There are also interesting differences in the use of recorded lectures of the different groups of students at the two universities. To increase the credibility and validity of the results, we need a more direct way to measure the use of recorded lectures by students. Methodological triangulation using the log data for the recorded lectures can provide this.
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On the internet we enjoy a continuously growing generation of web applications enabling anyone to create and publish online content in a simple way, to link content and to share it with others. The internet has become a social software platform sailing under the Web 2.0 flag, creating revolutionary changes along the way: the individual, the end-user, comes first and can benefit optimally from an environment which has the following keywords: radically user-oriented, de-centralized, collective and massive. An environment in which each participant not only listens, but can also make his own voice heard: the Social Web.
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Increasingly, education is delivered through computers and the internet. This article highlights that while such development is beneficial for some students with functional impairments, it might be excluding others if insufficient attention is paid to accessibility. Both the electronic learning environment (Blackboard, WebCT and the like) as well as the content author need to design for accessibility.
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This case study describes a special edition of the European Project Semester at the course Sustainable Packaging Design and Innovation at the Faculty of Industrial Design Engineering at The Hague University of Applied Sciences (Fall Semester 2017). In this special edition, unique cooperation took place between 12 parties. The parties were three research institutes, six universities, and three companies. Some parties have developed an educational module focused upon sustainable and circular packaging design, including the use of a dedicated tool for life cycle assessment. This module was embedded in the regular EPS. At The Hague University of Applied Sciences, an international class of 16 students worked in four teams on a real-life design assignment. They were offered a wide range of lectures, workshops, pitches, and presentations. The chapter concludes with a review of the followed processes and organizational, managerial, and practical concerns. Although run as a unique edition, all parties discuss to continue this cooperation.
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Wereldwijd onderzoek: Hoe gebruiken nieuwsmedia social media? Jongeren lezen geen krant meer, ze kijken op hun smartphone die ze altijd bij de hand hebben. Binnen het lectoraat social media en reputatiemanagement van NHL hogeschool te Leeuwarden heeft een groep internationale studenten in 12 landen onderzoek gedaan. Hierbij hebben ze meer dan 150 social media sites bestudeerd van nieuws media. De resultaten maken deel uit van een internationaal onderzoek van NHL Hogeschool en Haaga Helia University. De onderzoeksvraag was: Wat speelt zich af in de nieuwsmedia? Persbureaus kunnen het overzicht gebruiken om hun social media te optimaliseren. En voor ieder die journalistiek een warm hart toedraagt is het interessante informatie over de nieuwsmedia in een overgangssituatie (2nd edition)
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Presentatie tijdens mini-conferentie Inholland Innoveert ter gelegenheid van de lectorale rede van Jos Fransen (onderzoekslijn Teaching, Learning & Technology), Inholland Rotterdam.
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