Impact of Lecturer's Discourse for Student Video Interactions: Video Learning Analytics Case Study of MOOCs

Autor/inn/en	Atapattu, Thushari; Falkner, Katrina
Titel	Impact of Lecturer's Discourse for Student Video Interactions: Video Learning Analytics Case Study of MOOCs
Quelle	In: Journal of Learning Analytics, 5 (2018) 3, S.182-197 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Atapattu, Thushari) ORCID (Falkner, Katrina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1929-7750
Schlagwörter	Lecture Method; Video Technology; Online Courses; Mass Instruction; Learner Engagement; Data Analysis; Dropouts; Academic Achievement; Correlation; Discourse Analysis; Programming; Computer Science Education; National Security; Computational Linguistics; Foreign Countries; Language Processing; College Faculty; College Students; Introductory Courses; Australia + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Auswertung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schulleistung; Korrelation; Diskursanalyse; Programmierung; Computer science lessons; Informatikunterricht; National territory; Security; Staatsgebiet; Sicherheit; Linguistics; Computerlinguistik; Ausland; Sprachverarbeitung; Fakultät; Collegestudent; Einführungskurs; Australien
Abstract	Lecture videos are amongst the most widely used instructional methods within present Massive Open Online Courses (MOOCs) and other digital educational platforms. As the main form of instruction, student engagement behaviour, including interaction with videos, directly impacts the student success or failure and accordingly, in-video dropouts positively correlate with dropout from MOOCs. The primary focus of previous video learning analytics studies is on analyzing video interaction behaviour using "explicit" factors (i.e., views). Limited research studies focus on "implicit" video learning analytics (e.g., pause, seek, content type) and their impact on student success, with existing studies addressing video interactions and their relationship with visual transitions. We aim to explore the association between video interactions and non-visual (i.e., verbal) content. This research focuses on language and discourse features of lecture video contents. We conduct a fine-grained analysis of 3.4 million video interactions across two AdelaideX MOOCs -- Programming (Code101x) and Cyberwar, Surveillance and Security (Cyber101x). According to our results, a number of discourse features (e.g., lexical diversity and causal connectives) demonstrate a statistically significant correlation with video interactions. We present insights regarding educational video design implications based on discourse processing theories. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: http://learning-analytics.info/journals/index.php/JLA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01