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Video-based learning is most effective when students are engaged with video content; however, the literature has yet to identify students' viewing behaviors and ground them in theory. This paper addresses this need by introducing a framework of active viewing, which is situated in an established model of active learning to describe students' behaviors while learning from video. We conducted a field study with 460 undergraduates in an Applied Science course using a video player designed for active viewing to evaluate how students engage in passive and active video-based learning. The concept of active viewing, and the role of interactive, constructive, active, and passive behaviors in videobased learning, can be implemented in the design and evaluation of video players.

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Purpose Students in flipped classrooms are challenged to orchestrate an increasingly heterogeneous collection of learning objects, including audiovisual materials as well as traditional learning objects, such as textbooks and syllabi. This study aims to examine students' information practices interacting with and synthesizing across learning objects, technologies and people in flipped classrooms. Design/methodology/approach This grounded theory study explores the information practices of 12 undergraduate engineering students as they learned in two flipped classrooms. An artifact walkthrough was used to elicit descriptions of how students conceptualize and work around interoperability problems between the diverse and distributed learning objects by weaving them together into information tapestries. Findings Students maintained a notebook as an information tapestry, weaving fragmented information snippets from the available learning objects, including, but not limited to, instructional videos and textbooks. Students also connected with peers on Facebook, a back-channel that allowed them to sidestep the academic honesty policy of the course discussion forum, when collaborating on homework assignments. Originality/value The importance of the interoperability of tools with elements of students' information space and the significance of designing for existing information practices are two outcomes of the grounded theory approach. Design implications for educational technology including the weaving of mixed media and the establishment of spaces for student-to-student interaction are also discussed.

As videos become increasingly ubiquitous, so is video-based commenting. To contextualize comments, people often reference specific audio/visual content within video. However, the literature falls short of explaining the types of video content people refer to, how they establish references and identify referents, how video characteristics (e.g., genre) impact referencing behaviors, and how references impact social engagement. We present a taxonomy for classifying video references by referent type and temporal specificity. Using our taxonomy, we analyzed 2.5K references with quotations and timestamps collected from public YouTube comments. We found: 1) people reference intervals of video more frequently than time-points, 2) visual entities are referenced more often than sounds, and 3) comments with quotes are more likely to receive replies but not more "likes". We discuss the need for in-situ dereferencing user interfaces, illustrate design concepts for typed referencing features, and provide a dataset for future studies.