The Usefulness of Video Learning Analytics in Small Scale E-Learning Scenarios
A variety of tools are available to collect, process and analyse learning data obtained from the clickstream generated by students watching learning resources in video format. There is also some literature on the uses of such data in order to better understand and improve the teaching-learning proce...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | España |
| Recursos: | Universitat Oberta de Catalunya (UOC) |
| Repositorio: | O2, repositorio institucional de la UOC |
| OAI Identifier: | oai:openaccess.uoc.edu:10609/147443 |
| Acesso em linha: | http://hdl.handle.net/10609/147443 https://doi.org/10.3390/app112110366 |
| Access Level: | acceso abierto |
| Palavra-chave: | learning analytics learning from video small scale learning scenarios online learning blended learning analítiques d'aprenentatge aprenentatge mitjançant vídeo escenaris d'aprenentatge a petita escala aprenentatge en línia aprenentatge mixt analíticas de aprendizaje aprendizaje mediante vídeo escenarios de aprendizaje a pequeña escala aprendizaje en línea aprendizaje mixto |
| Resumo: | A variety of tools are available to collect, process and analyse learning data obtained from the clickstream generated by students watching learning resources in video format. There is also some literature on the uses of such data in order to better understand and improve the teaching-learning process. Most of the literature focuses on large scale learning scenarios, such as MOOCs, where videos are watched hundreds or thousands of times. We have developed a solution to collect clickstream analytics data applicable to smaller scenarios, much more common in primary, secondary and higher education, where videos are watched tens or hundreds of times, and to analyse whether the solution is useful to teachers to improve the learning process. We have deployed it in a real scenario and collected real data. Furthermore, we have processed and presented the data visually to teachers for those scenarios and have collected and analysed their perception of their usefulness. We conclude that the collected data are perceived as useful by teachers to improve the teaching and learning process. |
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