Attitudes, behaviors, and learning outcomes from using classtranscribe, a UDL-featured video-based online learning platform with learnersourced text-searchable captions

This thesis consisted of a series of three studies on students' attitudes, behaviors, and learning outcomes from using ClassTranscribe, a Universal Design for Learning (UDL) featured video-based online learning platform. ClassTranscribe provided accurate accessible transcriptions and captioning plus a custom text-searchable interface to rapidly find relevant video moments from the entire course. Users could edit the machine-generated captions in a crowdsourcing way. The system logged student viewing, searching, and editing behaviors as fine-grained web browser interaction events including full-screen-switching, loss-of-focus, caption searching and editing events, and continued-video-watching events with the latter at 15-second granularity. In Study I, lecture material of a sophomore large-enrollment (N=271) system programming 15-week class in Spring 2019 was delivered solely online using a new video-based web platform - ClassTranscribe. Student learning behaviors and findings from four research questions were presented using individual-level performance and interaction data. Firstly, we reported on learning outcomes from alternative learning paths that arose from the course's application of Universal Design for Learning principles. Secondly, final exam performance was equal or better to prior semesters that utilized traditional in-person live lectures. Thirdly, learning outcomes of low and high performing students were analyzed independently by grouping students into four quartiles based on their non-final-exam course performance of programming assignments and quizzes. We introduced and justified an empirically-defined qualification threshold for sufficient video minutes viewed for each group. In all quartiles, students who watched an above-threshold of video minutes improved their in-group final exam performance (ranging from +6% to +14%) with the largest gain for the lowest-performing quartile. The improvement was similar in magnitude for all groups when expressed as a fraction of unrewarded final exam points. Finally, we found that using ClassTranscribe caption-based video search significantly predicted improvement in final exam scores. Overall, the study presented and evaluated how learner use of online video using ClassTranscribe predicted course performance and positive learning outcomes. In Study II, we further explored learner's searching behavior, which was shown to be correlated with improved final exam scores in the first study. From Fall 2019 to Summer 2020, engineering students used ClassTranscribe in engineering courses to view course videos and search for video content. The tool collected detailed timestamped student behavioral data from 1,894 students across 25 engineering courses that included what individual students searched for and when. As the first study showed that using ClassTranscribe caption search significantly predicted improvement in final exam scores in a computer science course, in this study, we presented how students used the search functionality based on a more detailed analysis of the log data. The search functionality of ClassTranscribe used the timestamped caption data to find specific video moments both within the current video or across the entire course. The number of search activities per person ranged from zero to 186 events. An in-depth analysis of the students (N=167) who performed 1,022 searches was conducted to gain insight into student search needs and behaviors. Based on the total number of searches performed, students were grouped into “Infrequent Searcher” (< 18 searches) and “Frequent Searcher” (18 to 110 searches) using clustering algorithms. The search queries used by each group were found to follow the Zipf’s Law and were categorized into STEM-related terms, course logistics and others. Our study reported on students’ search context, behaviors, strategies, and optimizations. Using Universal Design for Learning as a foundation, we discussed the implications for educators, designers, and developers who are interested in providing new learning pathways to support and enhance video-based learning environments. In Study III, we investigated students' attitudes towards learnersourced captioning for lecture videos. We deployed ClassTranscribe in a large (N=387) text retrieval and mining course where 58 learners participated in editing captions of 89 lecture videos, and each lecture video was edited by two editors sequentially. In the following semester, 18 editors participated in follow-up interviews to discuss their experience of using and editing captions in the class. Our study showed how students use captions to learn, and shed light on students' attitudes, motivations, and strategies in collaborating with other learners to fix captions in a learnersourced way

From teaching books to educational videos and vice versa: a cross-media content retrieval experience

Due to the rapid growth of multimedia data and the diffusion of remote and mixed learning, teaching sessions are becoming more and more multi-modal. To deepen the knowledge of specific topics, learners can be interested in retrieving educational videos that complement the textual content of teaching books. However, retrieving educational videos can be particularly challenging when there is a lack of metadata information. To tackle the aforesaid issue, this paper explores the joint use of Deep Learning and Natural Language Processing techniques to retrieve cross-media educational resources (i.e., from text snippets to videos and vice versa). It applies NLP techniques to both the audio transcript of the videos and to the text snippets in the books in order to quantify the semantic relationships between pairs of educational resources of different media types. Then, it trains a Deep Learning model on top of the NLP-based features. The probabilities returned by the Deep Learning model are used to rank the candidate resources based on their relevance to a given query. The results achieved on a real collection of educational multimodal data show that the proposed approach performs better than state-of-the-art solutions. Furthermore, a preliminary attempt to apply the same approach to address a similar retrieval task (i.e., from text to image and vice versa) has shown promising results

Artificial Intelligence methodologies to early predict student outcome and enrich learning material

L'abstract è presente nell'allegato / the abstract is in the attachmen

The C-SPAN Archives: An Interdisciplinary Resource for Discovery, Learning, and Engagement

The C-SPAN Archives records, indexes, and preserves all C-SPAN programming for historical, educational, and research uses. Every C-SPAN program aired since 1987, from all House and Senate sessions in the US Congress, to hearings, presidential speeches, conventions, and campaign events, totaling over 200,000 hours, is contained in the video library and is immediately and freely accessible through the database and electronic archival systems developed and maintained by staff. Whereas C-SPAN is best known as a resource for political processes and policy information, the Archives also offers rich educational research and teaching opportunities. This book provides guidance and inspiration to scholars who may be interested in using the Archives to illuminate concepts and processes in varied communication and political science subfields using a range of methodologies for discovery, learning, and engagement. Applications described range from teaching rhetoric to enhancing TV audience’s viewing experience. The book links to illustrative clips from the Archives to help readers appreciate the usability and richness of the source material and the pedagogical possibilities it offers. Many of the essays are authored by faculty connected with the Purdue University School of Communication, named after the founder of C-SPAN Brian Lamb. The book is divided into four parts: Part 1 consists of an overview of the C-SPAN Archives, the technology involved in establishing and updating its online presence, and the C-SPAN copyright and use policy. Featured are the ways in which the collection is indexed and tips on how individuals can find particular materials. This section provides an essential foundation for scholars’ and practitioners’ increased use of this valuable resource. Parts 2 and 3 contain case studies describing how scholars use the Archives in their research, teaching, and engagement activities. Some case studies were first presented during a preconference at the National Communication Association (NCA) convention in November 2013, while others have been invited or solicited through open calls. Part 4 explores future directions for C-SPAN Archive use as a window into American life and global politics

EXPLORING THE EFFECTS OF VIDEO FORMATS ON TEACHING, SOCIAL, AND COGNITIVE PRESENCE IN ASYNCHRONOUS ONLINE DISCUSSIONS

Since student retention in online courses is related to the students community, this dissertation explores the effect of discussion board prompt format on students sense of community of inquiry (CoI). The quasi-experimental study design examined the participation levels, sense of CoI (i.e., social, teaching, and cognitive presence), and final grade of nontraditional, fully online undergraduate students in an entry-level graphic design course in the Graphic Arts Department at a fully online college. The study involved 90 undergraduate students in the Graphic Arts Department at a fully online college. The study consisted of four groups: one control group who experienced the text-based discussion prompts and three experimental groups who experienced one of the asynchronous video discussion prompts (i.e., voice-over-presentation, picture-in-picture, or overlay mode). A one-way ANOVA was used to examine if the number of discussion posts made by students was significant different across groups. The same analysis was used to examine whether there was a significant difference in students final grade among the groups. A one-way multivariate analysis of covariance (MANCOVA) was used to determine if the format of facilitation for weekly discussion prompts in the online courses influenced online, nontraditional undergraduate students sense of Community of Inquiry (CoI) (i.e., social, teaching, and cognitive presence) while controlling for the CoI pretest. All results were non-significant. Keywords: Community of Inquiry, cognitive presence, social presence, teaching presence, overlay mode, picture-in-picture presentation, voice over presentation attrition, meaningful learning, persistence, retention, and online educatio

OER: A Field Guide for Academic Librarians

We intend this book to act as a guide writ large for would-be champions of OER, that anyone—called to action by the example set by our chapter authors—might serve as guides themselves. The following chapters tap into the deep experience of practitioners who represent a meaningful cross section of higher education institutions in North America. It is our hope that the examples and discussions presented by our authors will facilitate connections among practitioners, foster the development of best practices for OER adoption and creation, and more importantly, lay a foundation for novel, educational excellence.https://scholarworks.boisestate.edu/fac_books/1510/thumbnail.jp