owd2011 - 5 - weblectures - leo de jong

Windmills, Wooden Shoes & Web lecturesA perceptual Map on the Use of Web lectures in the Netherlands

By: Gwen Noteborn, MSc, MA

Department of Educational Research and Development – Maastricht University

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Project evaluation• Student evaluation

- Questionnaire- General (all pilots)- Specific (per course)

• Technical evaluation- Questionnaire

• Teacher evaluation- Questionnaire- Semi-structured

interview

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Student Evaluation

• Evaluation on form and function• Evaluation on (a)-motivation • Self-determination theory – autonomy• Sense of relatedness• Instructional settings• General behavior

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General Evaluation: Motivation

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Motivation

• 44,6% extrinsic motivated• 55,4 % intrinsic motivated

• No difference between student groups on:- Watching missed parts- Exam preparation- Making assignments

Intrinsic motivated students watch more often an entire lecture

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“Kijkgedrag”

• 77 % watch at home• 50 % watch fastforward• Mostly used for exam preparation

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Students Usage of web Lectures

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Substitution of F2F lecture?

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Framework

Instructional Framework

• Instruction web lecture• Online Lectures• Web lectures with Interaction

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Instruction Web Lecture

• Practicing skills within/outside the course• N= 323• Technology is sufficient• Watch mainly from home• Use it for exam preparation• Does not replace F2F lectures

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Online Lectures

• Tagging• Knowledge clips• Integration with other course relevant material• N = 239• Seeing the teacher offers extra value• Watch at home• Watch only the relevant parts or fast forward• Less used by students than other types of web lectures

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Interactive web lectures

• Online Voting• Live broadcast• SMS-Vote• Polls

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Interactive Web Lecture: Results

• N = 334• Watch at home and in the institute (another room)• Very high offline attendance

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Wageningen @ Maastricht

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Wagening @ Maastricht: Results

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t-test difference Cohen's d-value

n M SD n M SD

The audio quality of the weblectures is good. 22 4,41 0,80 8 3,75 1,04 1,85** 0,71

Did you use weblectures before in a different course? 23 1,87 0,34 10 1,50 0,53 2,04** 0,83

Numbers of weblectures attended or watched 23 3,61 0,58 10 4,00 0,00 -3,22* -0,94

I get inspired by the teacher 23 3,52 1,04 10 4,20 0,79 -1,84** -0,74

It enables me to be part of a larger group 23 2,74 1,14 10 3,70 1,16 -2,22* -0,83The advantage of the availability of videoconferenincing is: it enables me to participate in otherwise unavailable courses 23 4,17 0,94 10 3,50 1,08 1,81** 0,67

Independent Sample T-test for UM (n = 22-23) and WUR (n = 8- 10)

* Coefficient is significant at .05 level (2-tailed)

**Coefficient is significant at the 0.10 level (2-tailed)

UM WUR


At which institute do you study?: Universiteit Wageningen (WUR)

If given the choice…

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At which institute do you study?: Universiteit Maastricht (UM)

UM WUR


Transfer of Knowledge• 4 post-tests conducted

• No significant differences between groups no loss of knowledge during transfer, still loss of “ experience/emotions”

• Significant difference between UM and WUR regarding: “Ik heb de mogelijkheid door weblectures deel te nemen aan anders niet beschikbare vakken” (M=4.17 ; SD=0.93) and Wageningen (M=3.45 ; SD=1.035)

• Significant difference between UM and WUR regarding “Ik raak geïnspireerd door de docent” Maastricht (M=3.52 ; SD=1.038) and Wageningen (M=4.27 ; SD=0.78)

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For more information and moreresults, please contact:

Gwen [email protected]

Or check out our project website:www.onlinelectures.nl

www.weblectures.nl

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mailto:[email protected]

http://www.onlinelectures.nl/

http://www.weblectures.nl/