Enabling user to user interactions in web lectures with history‐aware user awareness

Abstract

Purpose -The purpose of this paper is to present a user interface for web lectures for engaging with other users while working with video based learning content. The application allows its users to ask questions about the content and to get answers from those users that currently online are more familiar with it. The filtering is based on the evaluation of past user interaction data in time-based media. Design/methodology/approach -The work is implemented as a prototype application in the context of the Opencast Matterhorn project -an open source based project for producing, managing and distributing academic video content. The application compares users viewing behavior and allows communication with others that are good candidates to answer questions. Findings -Different filtering approaches for identifying suitable candidates are being discussed that foster past interactions in time-based media. Practical implications -The paper shows that web lectures can benefit from user awareness ideas and presents examples of how learners can benefit from the knowledge of other users who are working with the same video based content. Originality/value -User awareness has become an important feature in today's Web 2.0 experience. The paper discusses different user awareness models and explains how they can be adapted to time-based video content. The presented work is available as a plug-in for the Opencast Matterhorn project.

Acceptance and use of lecture capture system (LCS) in executive business studies

“…Literature review revealed that UTAUT has become one of the most embraced and widely used models for testing the adaptation of ICTs in various fields, such as online learning, internet banking, online recruitment process, online ticketing system and e-governance adoption (Farooq, 2016; Nair et al , 2015; Schaupp et al , 2010; Wulff et al , 2014). According to Tosuntaş et al (2015), UTAUT is one of the extensively used models for testing the acceptance and use of various technologies in a number of different studies (Farooq et al , 2016; Ketterl et al , 2011; Nair et al , 2015; Teo, 2011). With its four exogenous constructs, i.e.…”

“…As a result of the rapid advancement in technology, the recent few years have seen an extensive growth in the use of different approaches and implications of technology which have created a global impact in the delivery of education (Farooq, 2016). Although it is evident that the incorporation of technological advancements in various educational methods has led to a user-friendly, supportive and flexible learning environment which is a hallmark of today’s educational system in advanced countries (Ketterl et al , 2011). Various scholars (Danielson et al , 2014; Farooq, 2016; Nair et al , 2015; Tatli and Kiliç, 2015) have reported the positive impact of technology integration on students’ learning outcomes.…”

“…This system is also known as lecture capture system (LCS), which is used to record the lectures for online Web streaming using a digital recording setup (Nair et al , 2015; Toppin, 2010). These digital lecture recordings are then made available in various streaming video formats for providing 24/7 access to registered students via online student portals (Ketterl et al , 2011). In this way, these recorded video lectures are accessible in remote locations which offer more flexible, off-campus and conducive learning experience (Teo, 2011).…”

“…These systems offer a number of different benefits for students, by enabling them to skip, pause, slow down, fast forward or rewind any specific segment of the recorded video lecture for reconsideration and better understanding of topics which might have been missed in the classroom (Toppin, 2010). LCS comprises of an integrated set-up of various hardware devices and software, which enable this system to capture video from various media dimensions at the same time (Farooq et al , 2009; Ketterl et al , 2011).…”

“…Therefore, this study is an effort to explore the acceptance and use of LCS among executive business students enrolled in offshore campuses of foreign universities in Malaysia, while extending Venkatesh et al ’s (2012) extended unified theory of acceptance and use of technology (UTAUT2) which is used as an underpinning theory. Moreover, unlike other prior studies (Brooks et al , 2014; Ketterl et al , 2011; Li et al , 2016; Wulff et al , 2014) which were conducted in developed countries (e.g. USA, UK and Australia), this study involves respondents from Malaysia, which is a developing county, aimed to attract more internal students by offering wold-class facilities and a number of offshore campuses of foreign universities in Malaysia.…”