How students use (psychology) lecture recordings: An approach to explore study strategies

Abstract

More and more universities offer their students access to video recordings of lectures. At the University of Münster, we evaluated the lecture recording service over three semesters in several faculties. A subset of this data was used for a cluster analysis (partitioning around medoids with Gower distance) with the goal of being able to describe distinct usage patterns. Five clusters of students were identified who differed on the amount of lecture recordings watched, the portions of lecture recordings watched completely or in parts, the portions of recordings watched once or multiple times, and the amount of live lectures the students missed. The five clusters were interpreted as representing different ways of utilizing lecture recordings. Students created various ways of using lecture recordings as an enrichment of lecture attendance or used lecture recordings as a means to reduce their live lecture attendance. Students in psychology lectures differed from other students in that the cluster of students who almost completely substituted the attendance in live lectures by watching the recordings was overrepresented compared to the overall cluster distribution. The clustering provides a basis for investigating the usage of lecture recordings in the context of different approaches to learning and learning strategies.

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Location
Utrecht, The Netherlands
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Daniel Ebbert
Research Associate

Daniel Ebbert is currently working as a doctoral student at the University of Münster while also managing the lecture recordings for the university. His interests include lecture recordings, eLearing and learning analytics. He signed the Cost of Knowledge as well as the Commitment to Research Transparency and Open Science.