Mapping active and collaborative learning in higher education through annotations in hyper‐video by learning analytics.
Background: Hyper‐video technology allows reflection on learning materials by writing personal notes and by interactions with lecturers and peers through shared posts and replies. While research shows that integrating hyper‐videos in educational systems can promote the learning processes and outcome...
| Publicado en: | Journal of Computer Assisted Learning Vol. 38; no. 6; pp. 1752 - 1765 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=160487811&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 160487811 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2022 vid: 38 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 160487811 157922952 160487811 160487811 10.1111/jcal.12714 160487811 ppf: 1752 ppct: 13 formats: tig: atl: Mapping active and collaborative learning in higher education through annotations in hyper‐video by learning analytics. aug: au: Sidi, Yael Blau, Ina Shamir‐Inbal, Tamar affil: Department of Education and Psychology, The Open University of Israel, Ra'anana, Israel sug: subj: Collaboration Learning Methods Education, Non-Traditional Videorecording Data Analytics Human Qualitative Studies Quantitative Studies Descriptive Statistics Data Analysis Software Wilcoxon Signed Rank Test Mann-Whitney U Test Conceptual Framework Online Education Machine Learning ab: Background: Hyper‐video technology allows reflection on learning materials by writing personal notes and by interactions with lecturers and peers through shared posts and replies. While research shows that integrating hyper‐videos in educational systems can promote the learning processes and outcomes, an open question remains regarding its actual utilization patterns by students and teachers. Objectives: The study aimed to reveal the extent to which students utilize different functions of hyper‐videos in real‐life learning contexts, and to examine the role of instructional design on hyper‐video utilization. Method: In a mixed‐method design, the study characterized active and passive interactions in hyper‐videos in higher education courses, and amongst active interactions, compared shared versus private annotations. Additionally, the study compared voluntary and mandatory instructional design for promoting hyper‐video interactions. In particular, we used learning analytics to explore hyper‐video patterns in 25 undergraduate and graduate courses. Results and Discussion: A log analysis revealed that students wrote most of the posts, while lecturers mainly provided replies to students' posts. Private annotations were more prevalent than shared writing, pointing to the unfulfilled potential of hyper‐video annotations to benefit from collaborative learning. A qualitative analysis on instructional design was consistent with quantitative findings, revealing important differences between the courses with mandatory versus voluntary hyper‐video integration in pedagogical design, and in cognitive presence and teaching presence, based on the community of inquiry framework. Major takeaways: Findings point to an unfulfilled potential of hyper‐video technology to promote active and collaborative learning. This highlights the role of design and instructive guidance when integrating technology into educational systems. Lay Description: What is already known about this topic: Hyper‐video functions increase motivation and promote self‐regulation of learningIntegrating hyper‐videos in education can benefit leaning outcomesHowever, there is an imbalance between the availability ICT and its actual useThere is a gap in the literature regarding actual utilisation patterns of hyper‐video What this paper adds: A mixed method design exposes hyper‐video utilisation patterns in higher educationFindings show underutilisation of active and collaborative hyper‐video functionsMixed analysis reveals advantage for mandatory (graded) compared to voluntary designGender and degree do not moderate utilisation patterns of hyper‐videos Implications for practise and/or policy: Instructional design is required to guide students of effective use of hyper‐videosInstructors should use hyper‐videos to promote collaboration and peer dialogueDirect instruction does not engage students in active learning via hyper‐videosMandatory design can increase hyper‐videos' potential to contribute to learning pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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