Mapping Active and Collaborative Learning Through Annotations in Hypervideo in Higher Education by Learning Analytics

• In Event: 66.066 - Understanding Patterns, Visuals, and Changes

Abstract

Hyper-video technology recently offered to students in academia allows reflection on learning materials by writing personal notes and by interactions with lecturers and peers through shared posts and replies. The present study characterizes active and passive participation in hyper-videos in higher education courses, and among active participation, compares shared versus private annotations. Using learning analytics, we explored hyper-video patterns in 25 undergraduate and graduate courses (in total 6,230 students). The findings revealed that students wrote most of the posts (80%), while lecturers mainly provided replies to students' posts (70%). Private annotations were more prevalent then shared writing, pointing to the unfulfilled potential of hyper-video annotations to benefit from collaborative learning. The implications for education theory and practice are discussed.

Authors

• Yael Sidi, The Open University of Israel

• Ina Blau, The Open University of Israel

• Tamar Shamir-Inbal, The Open University of Israel