Methodological triangulation of the student’s use of recorded lectures

Abstract: A lot of research into the use of recorded lectures has been done by using surveys or interviews. We will show that triangulation of multiple data sources is needed. We will discuss how students use recorded lectures according to their self-report and what actual usage of the recorded lectures can be derived from the data on the system. We will present the data collections and cover areas where the data can be triangulated to increase the credibility of the results or to question the students' responses. The triangulation shows that we lack data for a number of areas. We will need high-quality surveys and interviews combined with the log data to get a complete picture. We need to be able to link data sets together based on the identification of the individual students, which might raise privacy issues

Students and recorded lectures: survey on current use and demands for higher education

Online recordings of lectures provide students with anytime-anyplace access to lectures. Research shows that students prefer courses accompanied by online recordings and an increasing number of universities provide recorded lectures. This paper presents the results of a study into the use of recorded lectures at two universities in the Netherlands. The goal of the study is to gain a better understanding of the way that this group of students use recorded lectures. This understanding will enable the creation of usage scenarios that need to be supported. Our results show that students use recorded lectures as a replacement for missed lectures and for study tasks, like preparing for an exam. A large proportion of the students report that they watch 75–100% of a recorded lecture when the view one. The fact that students did not mention the quality of the actual lectures appears not to influence the use of the recorded lectures. Recorded lectures for courses that only use the blackboard are viewed less often. There are also interesting differences in the use of recorded lectures of the different groups of students at the two universities. To increase the credibility and validity of the results, we need a more direct way to measure the use of recorded lectures by students. Methodological triangulation using the log data for the recorded lectures can provide this

Measuring the Development of ICT Skills for Personalized Learning:Developing an Instrument for Dutch Primary Education

Our study investigates the development and validation of a questionnaire for competencies learners need to learn in a personalized way using ICT. 9 Dutch schools for primary education collaborate to make personalized learning with ICT evidence-informed. At these 9 iXperium schools, multidisciplinary design teams (consisting of primary school teachers and principals, teachers and students of the teacher-training program of a Dutch university of applied science, researchers from a Dutch university, and external ICT experts) design and research integrated interventions for PL with ICT. We defined personalized learning conditions before filtering the twenty-four learning objectives needed to measure development in personalized learning using ICT. The final questionnaire consists of thirty-three questions to cover the learning objectives. The validity and reliability of our questionary are analyzed in six steps. Cognitive validity (1) and a response model (2) are reported based on literature and a pilot with three iterative rounds of interviews (n=19). Internal constancy (3), confirmatory factor analysis (4), coefficient H (5) are reported after the first run of the questionnaire (n=800), and a test-retest alpha is reported after the second run of the questionnaire (n=800)

Conceptual framework for Europe's future knowledge services

European roadmap for e-learning RTD in support of higher education and life long learning for the coming ten years. Deliverable 1, produced within the e-LearnTN project under the fifth Framework Programme of the European Commission.European Commission, IST-2001-3744

Sister Mary Aquinas Devlin, éd., The Sermons of Thomas Brinton, Bishop of Rochester (1373-1389)

Gorissen P. Sister Mary Aquinas Devlin, éd., The Sermons of Thomas Brinton, Bishop of Rochester (1373-1389). In: Annales. Economies, sociétés, civilisations. 10ᵉ année, N. 3, 1955. pp. 428-429

Alfanet Worked Example: What is Greatness?

This document consists of an example of a Learning Design based on the What is Greatness example originally created by James Dalziel from WebMCQ using LAMS. Note: The example has been created in parallel with the actual development of the Alfanet system. So no claims can be made that the example actually will work in the final system

Joannis Saresberiensis Historia Pontificalis (John of Salisbury's Memoirs of the Papal Court). Traduction, introduction et notes de Marjorie Chibnaix

Gorissen P. Joannis Saresberiensis Historia Pontificalis (John of Salisbury's Memoirs of the Papal Court). Traduction, introduction et notes de Marjorie Chibnaix. In: Annales. Économies, Sociétés, Civilisations. 12ᵉ année, N. 1, 1957. pp. 152-153

The Letters of John of Salisbury, vol. I, The Early Letters, éd. W. J. Millor, H. B. Butler.

Gorissen P. The Letters of John of Salisbury, vol. I, The Early Letters, éd. W. J. Millor, H. B. Butler. In: Annales. Economies, sociétés, civilisations. 11ᵉ année, N. 4, 1956. pp. 539-540

Sister Mary Aquinas Devlin, éd., The Sermons of Thomas Brinton, Bishop of Rochester (1373-1389)

Gorissen P. Sister Mary Aquinas Devlin, éd., The Sermons of Thomas Brinton, Bishop of Rochester (1373-1389). In: Annales. Economies, sociétés, civilisations. 10ᵉ année, N. 3, 1955. pp. 428-429