No, it's a much more extensive study of usage of the system and the correlation that has with grades. We did not use any self-reported data, and instead looked at actual server logs to determine how much of a lecture was streamed and if the stream was in a playing state. We are hoping to have some visualizations of this as well, though that's still a work in progress.
Regards, Chris On Thu, 24 Jan 2013 02:46:10 +0200 Zenon Mousmoulas <[email protected]> wrote: > Is this related to the study that was also presented at TNC last year > by Jack Barokas? > > https://tnc2012.terena.org/core/presentation/91 > https://tnc2012.terena.org/web/media/archive/6A > > Regards, > Z. > > 24 Ιαν 2013, 1:32 π.μ., ο/η "Brooks, Chris" <[email protected]> > έγραψε: > > > Hi Olaf, > > > > We studied several large second year STEM cohorts, two in Chemistry > > and one in the Biosciences. Number of students in these classes > > ranged from 300-600 people (for each class), and about half used > > lecture capture. > > > > We saw lots of interesting trends but the most important one was > > that the only group that showed a gain in marks (and they showed a > > 9-15% gain in marks) that was statistically significant were the > > students who used lecture capture regularly (every week). So just > > "using" lecture capture isn't enough, you need to look at how > > students are using it. A secondary finding that is interesting is > > that a lot of students are using lecture capture facilities right > > before the midterm examination, and their marks don't outperform > > those of their peers. > > > > The paper for this will be submitted in the next couple of weeks, > > anyone who is interested in a preprint copy should just email me. > > Regards, > > > > Chris > > ________________________________________ > > From: [email protected] > > [[email protected]] on behalf of Schulte Olaf > > A. [[email protected]] Sent: 23 January 2013 17:12 To: Opencast > > Community Subject: Re: [Opencast] Paper with some useful data > > > > Thanks, Mike. I think this goes back to discussions we had a couple > > of years ago about "anecdotal studies" supporting the case for > > lecture recording - based on single courses and a very limited > > number of students. However, with n>100 and a quite a number of > > courses, your case study comes closer to the kind of argument one > > would be looking for from a didactical perspective (I think > > Stuart's argument was more towards the effectiveness in > > production). Anyone can back this up, maybe even with a comparison > > of students with/without access to lecture recordings in the same > > course? > > > > O > > > >> -----Ursprüngliche Nachricht----- > >> Von: [email protected] [mailto:community- > >> [email protected]] Im Auftrag von Mike Bianchi > >> Gesendet: Mittwoch, 23. Januar 2013 16:15 > >> An: [email protected] > >> Betreff: Re: [Opencast] Paper with some useful data > >> > >>> My main reason for posting it here is that when I was putting > >>> together a business case for our lecture capture system I was > >>> looking for exactly these kind of figures to support our case. > >> > >> I think you will find this interesting: > >> > >> And the University of Michigan at Flint, reports that during 18 > >> months (2006-08) they made over 720 AutoAuditorium recorded > >> lectures and saw their student performance increase! The PDF > >> below concludes that "student outcomes from classes taught in the > >> Cyber Classroom show a one-half point mean grade improvement, a > >> 36% increase in honors grades, and a 56% reduction in failures." > >> www.AutoAuditorium.com/PressRelease/FECS08_StudentPerformance.pdf > >> > >> At the time they purchased their second system, the first one was > >> recording 22 lectures per week. It ran from 8 AM until 9 PM four > >> days a week. Their third system was installed in the spring of > >> 2012. > >> > >> Other discussions of the same data: > >> www.AutoAuditorium.com/PressRelease/PR_2008_09_10.html > >> www.streamingmedia.com/Articles/Editorial/Featured-Articles/The-Cyber- > >> Classroom-Case-Study-74277.aspx > >> > >> -- > >> Mike Bianchi > >> Foveal Systems > >> > >> 973 822-2085 > >> > >> [email protected] > >> http://www.AutoAuditorium.com > >> http://www.FovealMounts.com > >> _______________________________________________ > >> Community mailing list > >> [email protected] > >> http://lists.opencastproject.org/mailman/listinfo/community > >> > >> > >> To unsubscribe please email > >> [email protected] > >> _______________________________________________ > > _______________________________________________ > > Community mailing list > > [email protected] > > http://lists.opencastproject.org/mailman/listinfo/community > > > > > > To unsubscribe please email > > [email protected] > > _______________________________________________ > > _______________________________________________ > > Community mailing list > > [email protected] > > http://lists.opencastproject.org/mailman/listinfo/community > > > > > > To unsubscribe please email > > [email protected] > > _______________________________________________ -- Christopher Brooks, PhD ARIES Laboratory, University of Saskatchewan Web: http://www.cs.usask.ca/~cab938 Phone: 1.306.966.1442 Mail: Advanced Research in Intelligent Educational Systems Laboratory Department of Computer Science University of Saskatchewan 176 Thorvaldson Building 110 Science Place Saskatoon, SK S7N 5C9 _______________________________________________ Community mailing list [email protected] http://lists.opencastproject.org/mailman/listinfo/community To unsubscribe please email [email protected] _______________________________________________
