2012
DOI: 10.1007/978-3-642-30859-8_14
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Analysing Students’ Use of Recorded Lectures through Methodological Triangulation

Abstract: Recorded lectures provide an integral recording of live lectures, enabling students to review those lecture at their own pace and whenever they want. Most research into the use of recorded lectures by students has been done by using surveys or interviews. Our research combines this data with data logged by the recording system. We will present the two data collections and cover areas where the data can be triangulated to increase the credibility of the results or to question the student responses. The results … Show more

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Cited by 6 publications
(6 citation statements)
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References 11 publications
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“…Critical thinking is one of the most important strategies for reaching deep knowledge on an academic level. Gorissen (2013) lists 13 reasons to use lectures as an instructional method and gives “to make students think critically about the subject” the highest priority. However, according to constructivist philosophy and extensive research, giving only lectures is not yet enough for most students to achieve deep learning ( Biggs and Tang, 2011 ).…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Critical thinking is one of the most important strategies for reaching deep knowledge on an academic level. Gorissen (2013) lists 13 reasons to use lectures as an instructional method and gives “to make students think critically about the subject” the highest priority. However, according to constructivist philosophy and extensive research, giving only lectures is not yet enough for most students to achieve deep learning ( Biggs and Tang, 2011 ).…”
Section: Discussionmentioning
confidence: 99%
“…Several technological advances are making it easier for lecturers to apply the flipped-class concept. Web lectures and short explanation videos are now available online, making this technology more common in academia ( Gorissen, 2013 ). Web lectures can have the same (limited) effects as live lectures ( Wieling and Hofman, 2010 ), so making long, passive lectures available does not seem to be the answer.…”
Section: Introductionmentioning
confidence: 99%
“…66 students stated to have used a video lesson at least once but from the logged data it was revealed that actually only 47 did so. Gorissen & Bruggen's study [5] also concludes that it is useful to perform a triangulation of the survey data and the data logged by a system because there are differences between the datasets. Logged data gathered according to the framework described in [3] can give us much more accurate observations concerning learner engagement, video popularity and viewing patterns when compared to surveys and interviews.…”
Section: B Questionaires and Logged Datamentioning
confidence: 94%
“…During a previous stage of our research (Gorissen, van Bruggen & Jochems, 2012c, we had shown that surveys were not a reliable method to collect data on students' use of recorded lectures. Instead, we choose to collect the data using logging of their actual use during a course which lectures are being recorded.…”
Section: Methodsmentioning
confidence: 99%