Publication

The impact of online video lecture recordings and automated feedback on student performance

Wieling, M. B. & Hofman, W. H. A., May-2010, In : Computers & Education. 54, 4, p. 992-998 7 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Wieling, M. B., & Hofman, W. H. A. (2010). The impact of online video lecture recordings and automated feedback on student performance. Computers & Education, 54(4), 992-998. https://doi.org/10.1016/j.compedu.2009.10.002

Author

Wieling, M. B. ; Hofman, W. H. A. / The impact of online video lecture recordings and automated feedback on student performance. In: Computers & Education. 2010 ; Vol. 54, No. 4. pp. 992-998.

Harvard

Wieling, MB & Hofman, WHA 2010, 'The impact of online video lecture recordings and automated feedback on student performance', Computers & Education, vol. 54, no. 4, pp. 992-998. https://doi.org/10.1016/j.compedu.2009.10.002

Standard

The impact of online video lecture recordings and automated feedback on student performance. / Wieling, M. B.; Hofman, W. H. A.

In: Computers & Education, Vol. 54, No. 4, 05.2010, p. 992-998.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Wieling MB, Hofman WHA. The impact of online video lecture recordings and automated feedback on student performance. Computers & Education. 2010 May;54(4):992-998. https://doi.org/10.1016/j.compedu.2009.10.002


BibTeX

@article{84ed03a2a5a249488d9e8adb9940c526,
title = "The impact of online video lecture recordings and automated feedback on student performance",
abstract = "To what extent a blended learning configuration of face-to-face lectures, online on-demand video recordings of the face-to-face lectures and the offering of online quizzes with appropriate feedback has an additional positive impact on the performance of these students compared to the traditional face-to-face course approach? In a between-subjects design in which students were randomly assigned to a group having access to the online lectures including multiple choice quizzes and appropriate feedback or to a group having access to the online lectures only. 474 students (161 men and 313 women) of a course on European Law agreed to participate in the experiment. By using regression analysis we found that the course grade of the students was predicted by their grade point average, their study discipline, their grade goal for the course, the expected difficulty-level of the course, the number of online lectures they viewed, the number of lectures the students attended in person and the interaction between the lectures they viewed online and attended in person. Students who attended few lectures had more benefit from viewing online lectures than students who attended many lectures. In contrast to our expectations, the regression analysis did not show a significant effect of automated feedback on student performance. Offering recordings of face-to-face lectures is an easy extension of a traditional course and is of practical importance, because it enables students who are often absent from the regular face-to-face lectures to be able to improve their course grade by viewing the lectures online. (C) 2009 Elsevier Ltd. All rights reserved.",
keywords = "Evaluation of CAL systems, Improving classroom teaching, Interactive learning environments, Media in education, Post-secondary education, STYLES",
author = "Wieling, {M. B.} and Hofman, {W. H. A.}",
year = "2010",
month = may,
doi = "10.1016/j.compedu.2009.10.002",
language = "English",
volume = "54",
pages = "992--998",
journal = "Computers & Education",
issn = "0360-1315",
publisher = "PERGAMON-ELSEVIER SCIENCE LTD",
number = "4",

}

RIS

TY - JOUR

T1 - The impact of online video lecture recordings and automated feedback on student performance

AU - Wieling, M. B.

AU - Hofman, W. H. A.

PY - 2010/5

Y1 - 2010/5

N2 - To what extent a blended learning configuration of face-to-face lectures, online on-demand video recordings of the face-to-face lectures and the offering of online quizzes with appropriate feedback has an additional positive impact on the performance of these students compared to the traditional face-to-face course approach? In a between-subjects design in which students were randomly assigned to a group having access to the online lectures including multiple choice quizzes and appropriate feedback or to a group having access to the online lectures only. 474 students (161 men and 313 women) of a course on European Law agreed to participate in the experiment. By using regression analysis we found that the course grade of the students was predicted by their grade point average, their study discipline, their grade goal for the course, the expected difficulty-level of the course, the number of online lectures they viewed, the number of lectures the students attended in person and the interaction between the lectures they viewed online and attended in person. Students who attended few lectures had more benefit from viewing online lectures than students who attended many lectures. In contrast to our expectations, the regression analysis did not show a significant effect of automated feedback on student performance. Offering recordings of face-to-face lectures is an easy extension of a traditional course and is of practical importance, because it enables students who are often absent from the regular face-to-face lectures to be able to improve their course grade by viewing the lectures online. (C) 2009 Elsevier Ltd. All rights reserved.

AB - To what extent a blended learning configuration of face-to-face lectures, online on-demand video recordings of the face-to-face lectures and the offering of online quizzes with appropriate feedback has an additional positive impact on the performance of these students compared to the traditional face-to-face course approach? In a between-subjects design in which students were randomly assigned to a group having access to the online lectures including multiple choice quizzes and appropriate feedback or to a group having access to the online lectures only. 474 students (161 men and 313 women) of a course on European Law agreed to participate in the experiment. By using regression analysis we found that the course grade of the students was predicted by their grade point average, their study discipline, their grade goal for the course, the expected difficulty-level of the course, the number of online lectures they viewed, the number of lectures the students attended in person and the interaction between the lectures they viewed online and attended in person. Students who attended few lectures had more benefit from viewing online lectures than students who attended many lectures. In contrast to our expectations, the regression analysis did not show a significant effect of automated feedback on student performance. Offering recordings of face-to-face lectures is an easy extension of a traditional course and is of practical importance, because it enables students who are often absent from the regular face-to-face lectures to be able to improve their course grade by viewing the lectures online. (C) 2009 Elsevier Ltd. All rights reserved.

KW - Evaluation of CAL systems

KW - Improving classroom teaching

KW - Interactive learning environments

KW - Media in education

KW - Post-secondary education

KW - STYLES

U2 - 10.1016/j.compedu.2009.10.002

DO - 10.1016/j.compedu.2009.10.002

M3 - Article

VL - 54

SP - 992

EP - 998

JO - Computers & Education

JF - Computers & Education

SN - 0360-1315

IS - 4

ER -

ID: 5055204