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Evaluation of the Efficiency of Instructional Design in Online Education: Data Mining of Course Lecture Video Usages by Students

Judy Luo
Ying-Ying Kuo

Wolfram Technology Conference 2014
Conference location

Champaign, Illinois, USA

As multimedia videos have given students rich content delivered in online education, instructors want to ensure that students have studied lecture videos and the videos have enhanced the outcome of their education. This research evaluates the efficiency of instructional design in an online course. It intends to analyze the relationships between the course design and students' learning behavior and outcomes. The research questions include: What were the students' study strategies? How was the students' learning behavior associated with course design? Did lecture videos support students' learning and affect students' learning outcomes? This study was conducted on a general required non-lab science course. This online course included five units with 16 lessons and a total of 56 lecture videos. Fifty percent of final grade was involved with five unit quizzes and three exams. Students could take the quizzes as many times as they wanted but took three exams in class. Students could study and review any videos based on their own needs and schedules. Data sources were collected from student course evaluation and their real usage of lecture videos retrieved from Blackboard Learn, an educational learning management system. Researchers analyzed the occurrences of usages (e.g. time spent, frequencies), using programming tools, on course subjects or components within specific time frames. Statistics and visualized reports will be presented to support the conclusion that students' usages of lecture videos were associated with the design and delivery of quizzes and exams. More advanced data analysis will be conducted.

*Wolfram Technology

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WTC14 Presentation_Judy Luo.nb (2.6 MB) - Mathematica Notebook