Exam performance and recorded lecture viewing: A closer look
Richard Pierce, Shendandoah University, United States ; William Carosella, Shenandoah University, United States
EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The purpose of this study was to investigate student behaviors for viewing recorded lectures across different academic achievement groups. The research questions that guided this study were: What differences exist between high and low achieving students’ behaviors viewing of recorded lectures?, What differences, if any, exist in the patterns of use, regarding timing and frequency of views between the high and low achievement groups approaching the exams? A retrospective between group comparison was conducted between high and low exam achievement groups across two examinations for lecture viewing metrics such as total minutes viewed, total views, and frequency of views over a 14 day period prior to exam dates. Comparisons were conducted between the exam scores, total minutes viewed, and number of views of high and low performing students. No significant differences were found between the groups for minutes viewed or the number of individual views on any exam.
Pierce, R. & Carosella, W. (2016). Exam performance and recorded lecture viewing: A closer look. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 35-41). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
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