students’ perspective on teaching and learning using video technology the open university of...
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Students’ Perspective on Teaching and Learning using Video Technology
The Open University of Israel
Shoham – Department of Technologies In Distance Education
Department of Assessment and trainingDIVERSE, Portland, Main, July, 2010
Yael Steimberg, Eva Guterman, Boaz Mermelstein, Relly Brickner, Yael Alberton, Ronit Sagi, Tsily Liebermann
The Open University of Israel
Facts Open admissions Distance learning 45,000 students 700 courses
SynchronousAsynchronousFace to Face
Synchronous learning at the OUI
5 online video studios 5 video conference classrooms 80 courses with online video groups 40 Virtual Class (WebEx) groups 4500 students 22,000 unique users Intro to Statistics
Synchronous learning at the OUI(live & VOD)
Hours
Fall 2010 – 226,870 hours
Final exam.“B term”
Weeks
The Video Survey – Fall 2010 (Initial findings)
VideoF2F
Yes(Rec.)
n=1,331N=1,739
No (N0 Rec)
N=95N=1,490
Survey Population:
• Fall 2010
• 74 courses
• 17,828 students
• 13,824 face to face stu. (24% response, n= 4,655)
• 4004 live video stu. (37% response)
• 14,058 unique video users
Survey:
• 50 items (clustered)
• Open questions
Learning group
Watched recorded lessons
Students’ Characteristics - Credit
Video Group - Credit
F2F Group – Credit (*)
• Low usage of video in the entry-level courses
(*Significant)
Academic Departments
Video Group
F2F Group
The Live Video Groups:Registration and Participation
Registered to live video Group
The Live Video Groups: Registration and Participation
Participated in live video Group
The Live Video Groups: Registration and Participation
Why I did not participate the live video lesson
Students’ attitudes
(All significant)
Students’ attitudes: Video vs. F2F
Live video tutoring can replace F2F tutoring
F2F tutoring is more efficient than Video tutoring
(All significant)
Students attitudes: Learning with Video
Watching video tutoring may improve understanding
(All significant)
Students’ attitudes:Learning with Video
Learning with video can be a positive experience
(All significant)
Students’ attitudes: Learning with Video
Would you consider registering for a video course? (*)
Video Group / Credit
(*Significant)
Students’ achievements
Courses’ video clips viewed:
• 14,058 unique users (by username)• 208,122 views*
Survey population’s (n=17,828) sub-pop.:
• Watched more than 40% of the clips• Watched less than 40% of the clips
Examined parameters (for each group): • Attended final exam. (%)• Passed the final exam. (%)• Mean score
Unique users
*View: one user watching one clip one time or more during one day
Students’ achievements (Samples from initial findings1)
Watched more then 40% of the course's clips
Watched less then 40% of the course's clips
1All three are introductory courses
Summary (initial summery)
Past usage is the best predict for future use• Novice students have low tendency to watch video• Active exposure to video is needed (and to technologies at large)
Different patterns of use between academic departments• Is it content related?• Is it academic stuff’s attitude related?
Routine timeframe is impotent• Persuade students to participate synchronous remote lessons• Create self-learning synchronous groups (virtual classroom, Skype, etc’)
F2F recorded lessons Vs. remote video groups recorded lessons• Most of OUI video lessons were especially made for remote students
Asynchronous use of recorded lessons• Accessibility (“is it there when & where the student need it?”)• Relevancy (“if the teacher is not using the video for teaching, student will
not use it for learning”)
