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Adoption of Online Video-Based Distance Learning by Students

This study examines the adoption rate and effectiveness of online video lectures in a blended learning environment. The analysis is based on data from over 19,000 enrollment decisions and compares the achievements of overseas students before and after the introduction of video lectures. The results reveal the preferences of students for traditional in-class studying and the potential benefits of videos in improving achievements.

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Adoption of Online Video-Based Distance Learning by Students

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  1. Students‘ Adoption of Online Video-Based Distance Learning Nitza Geri Department of Management and Economics The Open University of Israel Chais Conference, Raanana, February 17, 2011

  2. The Promise of Online Video Lectures? Videos offer a rich learning experience Technologies for instructors and students are ubiquitous Videos may increase retention and achievements in distance and blended learning environments Due to the essential human need to socialize, most students prefer traditional in-class studying, even when offered a rich e-learning environment with videos, exercises and personal online tutoring (Guri-Rosenblit, 2005) It is important to study the adoption of online video-based distance learning

  3. Background Most studies examine discussion boards, as primary tools of e-learning (Harman & Koohang, 2005), or investigate platforms for collaborative learning Few studies deal with video for learning, and investigate videos that support a traditional classroom course (Whatley & Ahmad, 2007; Brecht & Ogilby, 2008) Students prefer a blended learning model to a fully online course (Precel, Eshet-Alkalai, & Alberton, 2008) There is much research of technology acceptance (Venkatesh et al., 2003) and diffusion of innovation (Rogers, 2003) There is a need for studies that examine the adoption rate of new technologies (Jeyaraj et al., 2006; Geri & Naor-Elaiza, 2008)

  4. How This Study Differs? Exploratory study Examines the adoption rate of online video-based distance learning in a blended learning environment Students may choose their mode of learning Based on data of ~ 19,000 actual enrollment decisions The analyzed information technology (i.e., video lectures), which was also used by students who have chosen the traditional classes, is perceived excellent, the adoption rate has grown but not exceeded 16% The study compared achievements of overseas students before and after the inception of the video lectures, In order to investigate their effectiveness

  5. Methodology Analyzed student enrollment of online video classes in two introductory courses at the Open University "Introduction to microeconomics" (micro) "Introduction to macroeconomics" (macro) Videos were introduced on semester 2009B The analyzed data refers to the first six semesters Each semester 500 to 2,500 students in each course ~ 19,000 actual enrollment decisions

  6. Key Innovation Characteristics (Barnes & Huff, 2003; Rogers, 2003) Relative advantage over the practice it supersedes Compatibility with what people do Complexity Trialability Observability Image Trust

  7. Results: Rate of Students Who Chose Video * Significance of difference between new and continuing students (α= 0.05)

  8. Results: Total Rate of Adoption of Video-Based Distance Learning Summer Summer Macro Micro

  9. Results: Overseas Students' Achievements * The average exam grade includes only the grades of the students who have passed the exam

  10. Discussion and Conclusions Results in line with prior research (Guri-Rosenblit, 2005, 2009) The majority prefers traditional face-to-face classes Availability of videos may improve achievements of all students enrolled in a course Can be explained from an attention economy perspective (Davenport & Beck, 2000, 2001; Geri & Gefen, 2007) It may be too early to draw conclusions It may not be applicable to more advanced courses Demonstrates that even an excellent highly visibletechnology may not be widely adopted

  11. Final Observation • "It's important to remember that the relationship between different media tends to be complementary. When new media arrive they don't necessarily replace or eradicate previous types... What usually happens is that older media have to shuffle about a bit to make space for the new one and its particular advantages. Radio did not kill books and television did not kill radio or movies - what television did kill was cinema newsreel. TV does it much better because it can deliver it instantly. Who wants last week's news?" • Douglas Adams • The Hitchhiker's Guide to the Future (2001) • BBC Radio 4 Thank - You!

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