@Article{Giannakos_2015,
  author        = {Giannakos, Michail N. and Chorianopoulos, Konstantinos and Chrisochoides, Nikos},
  title         = {{Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning
outcome in a video-assisted course}},
  month         = {jan},
  year          = {2015},
  abstract      = {Online video lectures have been considered an instructional media for various pedagogic approaches, such as
the flipped classroom and open online courses. In comparison to other instructional media, online video affords the opportunity
for recording student clickstream patterns within a video lecture. Video analytics within lecture videos may provide insights
into student learning performance and inform the improvement of video-assisted teaching tactics. Nevertheless, video analytics
are not accessible to learning stakeholders, such as researchers and educators, mainly because online video platforms do not
broadly share the interactions of the users with their systems. For this purpose, we have designed an open-access video
analytics system for use in a video-assisted course. In this paper, we present a longitudinal study, which provides valuable
insights through the lens of the collected video analytics. In particular, we found that there is a relationship between video
navigation (repeated views) and the level of cognition/thinking required for a specific video segment. Our results indicated
that learning performance progress was slightly improved and stabilized after the third week of the video-assisted course. We
also found that attitudes regarding easiness, usability, usefulness, and acceptance of this type of course remained at the same
levels throughout the course. Finally, we triangulate analytics from diverse sources, discuss them, and provide the lessons
learned for further development and refinement of video-assisted courses and practices.},
  journal     = {The International Review of Research in Open and Distributed Learning},
  doi         = {http://dx.doi.org/10.19173/irrodl.v16i1.1976},
  url_Paper={Giannakos_2015.pdf},
  issn          = {1492-3831},
  keywords      = {analytics,education,learning,online learning,open learning,open universities,video lecture},
  language      = {en},
  mendeley-tags = {analytics,education,learning,video lecture},
  number        = {1},
  url           = {http://www.irrodl.org/index.php/irrodl/article/view/1976/3198},
  volume        = {16},
}

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N.","Chorianopoulos, K.","Chrisochoides, N."],"year":2015,"bibtype":"article","biburl":"https://pdf.epidro.me/publications.bib","bibdata":{"bibtype":"article","type":"article","author":[{"propositions":[],"lastnames":["Giannakos"],"firstnames":["Michail","N."],"suffixes":[]},{"propositions":[],"lastnames":["Chorianopoulos"],"firstnames":["Konstantinos"],"suffixes":[]},{"propositions":[],"lastnames":["Chrisochoides"],"firstnames":["Nikos"],"suffixes":[]}],"title":"Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning outcome in a video-assisted course","month":"jan","year":"2015","abstract":"Online video lectures have been considered an instructional media for various pedagogic approaches, such as the flipped classroom and open online courses. In comparison to other instructional media, online video affords the opportunity for recording student clickstream patterns within a video lecture. Video analytics within lecture videos may provide insights into student learning performance and inform the improvement of video-assisted teaching tactics. Nevertheless, video analytics are not accessible to learning stakeholders, such as researchers and educators, mainly because online video platforms do not broadly share the interactions of the users with their systems. For this purpose, we have designed an open-access video analytics system for use in a video-assisted course. In this paper, we present a longitudinal study, which provides valuable insights through the lens of the collected video analytics. In particular, we found that there is a relationship between video navigation (repeated views) and the level of cognition/thinking required for a specific video segment. Our results indicated that learning performance progress was slightly improved and stabilized after the third week of the video-assisted course. We also found that attitudes regarding easiness, usability, usefulness, and acceptance of this type of course remained at the same levels throughout the course. Finally, we triangulate analytics from diverse sources, discuss them, and provide the lessons learned for further development and refinement of video-assisted courses and practices.","journal":"The International Review of Research in Open and Distributed Learning","doi":"http://dx.doi.org/10.19173/irrodl.v16i1.1976","url_paper":"Giannakos_2015.pdf","issn":"1492-3831","keywords":"analytics,education,learning,online learning,open learning,open universities,video lecture","language":"en","mendeley-tags":"analytics,education,learning,video lecture","number":"1","url":"http://www.irrodl.org/index.php/irrodl/article/view/1976/3198","volume":"16","bibtex":"@Article{Giannakos_2015,\n author = {Giannakos, Michail N. and Chorianopoulos, Konstantinos and Chrisochoides, Nikos},\n title = {{Making sense of video analytics: Lessons learned from clickstream interactions, attitudes, and learning\noutcome in a video-assisted course}},\n month = {jan},\n year = {2015},\n abstract = {Online video lectures have been considered an instructional media for various pedagogic approaches, such as\nthe flipped classroom and open online courses. In comparison to other instructional media, online video affords the opportunity\nfor recording student clickstream patterns within a video lecture. Video analytics within lecture videos may provide insights\ninto student learning performance and inform the improvement of video-assisted teaching tactics. Nevertheless, video analytics\nare not accessible to learning stakeholders, such as researchers and educators, mainly because online video platforms do not\nbroadly share the interactions of the users with their systems. For this purpose, we have designed an open-access video\nanalytics system for use in a video-assisted course. In this paper, we present a longitudinal study, which provides valuable\ninsights through the lens of the collected video analytics. In particular, we found that there is a relationship between video\nnavigation (repeated views) and the level of cognition/thinking required for a specific video segment. Our results indicated\nthat learning performance progress was slightly improved and stabilized after the third week of the video-assisted course. We\nalso found that attitudes regarding easiness, usability, usefulness, and acceptance of this type of course remained at the same\nlevels throughout the course. 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