Does Tagging Improve the Navigation of Online Recorded Lectures by Students?

Autor/inn/en	Gorissen, Pierre; van Bruggen, Jan; Jochems, Wim
Titel	Does Tagging Improve the Navigation of Online Recorded Lectures by Students?
Quelle	In: British Journal of Educational Technology, 46 (2015) 1, S.45-57 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12121
Schlagwörter	Navigation (Information Systems); Usability; Lecture Method; Online Courses; Multimedia Materials; Search Strategies; Online Searching; Metadata; Cohort Analysis; Experimental Groups; Control Groups; Achievement Gains; Use Studies; User Satisfaction (Information); Data Analysis; Electronic Learning; College Students + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Suchstrategie; Online-Recherche; Metadaten; Kohortenanalyse; Achievement gain; Leistungssteigerung; Benutzerschulung; Benutzerfreundlichkeit; Auswertung; Collegestudent
Abstract	Students more and more have access to online recordings of the lectures they attend at universities. The volume and length of these recorded lectures however make them difficult to navigate. Research shows that students primarily watch the recorded lectures while preparing for their exams. They do watch the full recorded lectures, but review only the parts that are relevant to them. While doing so, they often lack the required mechanisms to locate efficiently those parts of the recorded lecture that they want to view. In this paper, we describe an experiment where expert tagging is used as a means to facilitate the students' search. In the experiment, 255 students had the option to use tags to navigate 18 recorded lectures. We used the data tracked by the lecture capture system to analyze the use of the tags by the students. We compared these data to students who did not use the tagging interface (TI). Results show that the use of the TI increases in time. Students use the TI more actively over time while reducing the amount of video that they view. The experiment also shows that students who use the TI score higher grades when compared with students who use the regular interface. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01