owd2011 - 5 - weblectures - leo de jong
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TRANSCRIPT
Windmills, Wooden Shoes & Web lecturesA perceptual Map on the Use of Web lectures in the Netherlands
By: Gwen Noteborn, MSc, MA
Department of Educational Research and Development – Maastricht University
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Department of Educational Research and Development – Maastricht University
Project evaluation• Student evaluation
- Questionnaire- General (all pilots)- Specific (per course)
• Technical evaluation- Questionnaire
• Teacher evaluation- Questionnaire- Semi-structured
interview
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Department of Educational Research and Development – Maastricht University
Student Evaluation
• Evaluation on form and function• Evaluation on (a)-motivation • Self-determination theory – autonomy• Sense of relatedness• Instructional settings• General behavior
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Department of Educational Research and Development – Maastricht University
General Evaluation: Motivation
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Department of Educational Research and Development – Maastricht University
Motivation
• 44,6% extrinsic motivated• 55,4 % intrinsic motivated
• No difference between student groups on:- Watching missed parts- Exam preparation- Making assignments
Intrinsic motivated students watch more often an entire lecture
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Department of Educational Research and Development – Maastricht University
“Kijkgedrag”
• 77 % watch at home• 50 % watch fastforward• Mostly used for exam preparation
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Department of Educational Research and Development – Maastricht University
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Department of Educational Research and Development – Maastricht University
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Department of Educational Research and Development – Maastricht University
Students Usage of web Lectures
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Department of Educational Research and Development – Maastricht University
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Department of Educational Research and Development – Maastricht University
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Department of Educational Research and Development – Maastricht University
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Department of Educational Research and Development – Maastricht University
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Department of Educational Research and Development – Maastricht University
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Department of Educational Research and Development – Maastricht University
Substitution of F2F lecture?
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Department of Educational Research and Development – Maastricht University
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Department of Educational Research and Development – Maastricht University
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Department of Educational Research and Development – Maastricht University
Framework
Instructional Framework
• Instruction web lecture• Online Lectures• Web lectures with Interaction
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Department of Educational Research and Development – Maastricht University
Instruction Web Lecture
• Practicing skills within/outside the course• N= 323• Technology is sufficient• Watch mainly from home• Use it for exam preparation• Does not replace F2F lectures
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Department of Educational Research and Development – Maastricht University
Online Lectures
• Tagging• Knowledge clips• Integration with other course relevant material• N = 239• Seeing the teacher offers extra value• Watch at home• Watch only the relevant parts or fast forward• Less used by students than other types of web lectures
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Department of Educational Research and Development – Maastricht University
Interactive web lectures
• Online Voting• Live broadcast• SMS-Vote• Polls
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Department of Educational Research and Development – Maastricht University
Interactive Web Lecture: Results
• N = 334• Watch at home and in the institute (another room)• Very high offline attendance
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Department of Educational Research and Development – Maastricht University
Wageningen @ Maastricht
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Department of Educational Research and Development – Maastricht University
Wagening @ Maastricht: Results
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t-test difference Cohen's d-value
n M SD n M SD
The audio quality of the weblectures is good. 22 4,41 0,80 8 3,75 1,04 1,85** 0,71
Did you use weblectures before in a different course? 23 1,87 0,34 10 1,50 0,53 2,04** 0,83
Numbers of weblectures attended or watched 23 3,61 0,58 10 4,00 0,00 -3,22* -0,94
I get inspired by the teacher 23 3,52 1,04 10 4,20 0,79 -1,84** -0,74
It enables me to be part of a larger group 23 2,74 1,14 10 3,70 1,16 -2,22* -0,83The advantage of the availability of videoconferenincing is: it enables me to participate in otherwise unavailable courses 23 4,17 0,94 10 3,50 1,08 1,81** 0,67
Independent Sample T-test for UM (n = 22-23) and WUR (n = 8- 10)
* Coefficient is significant at .05 level (2-tailed)
**Coefficient is significant at the 0.10 level (2-tailed)
UM WUR
Department of Educational Research and Development – Maastricht University
At which institute do you study?: Universiteit Wageningen (WUR)
If given the choice…
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At which institute do you study?: Universiteit Maastricht (UM)
UM WUR
Department of Educational Research and Development – Maastricht University
Transfer of Knowledge• 4 post-tests conducted
• No significant differences between groups no loss of knowledge during transfer, still loss of “ experience/emotions”
• Significant difference between UM and WUR regarding: “Ik heb de mogelijkheid door weblectures deel te nemen aan anders niet beschikbare vakken” (M=4.17 ; SD=0.93) and Wageningen (M=3.45 ; SD=1.035)
• Significant difference between UM and WUR regarding “Ik raak geïnspireerd door de docent” Maastricht (M=3.52 ; SD=1.038) and Wageningen (M=4.27 ; SD=0.78)
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Department of Educational Research and Development – Maastricht University
For more information and moreresults, please contact:
Gwen [email protected]
Or check out our project website:www.onlinelectures.nl
www.weblectures.nl
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