Patrones de visualización de video según diferentes modelos de enseñanza: estudio de caso con YouTube Analytics

Autores/as

DOI:

https://doi.org/10.7203/realia.22.15389

Palabras clave:

analítica de aprendizaje, video de You Tube, Instrucción basada en vídeos, patrones de visionado, clase invertida

Resumen

Este estudio explora los patrones de visualización de 17 videos en un contexto tradicional de aprendizaje y en un contexto de clase invertida por 723 estudiantes de negocios cursando un módulo relacionado con . Mientras investigaciones anteriores se centraban en resultados (por ejemplo, satisfacción/resultados de los alumnos), en este estudio el foco recae en cómo la naturaleza de las interacciones de los estudiantes con los videos puede determinarse a través de un análisis profundo de los datos analíticos. Nuestros resultados muestran menor interacción con los videos en el contexto de clase invertida que en el de clase tradicional. Asimismo, muestran un mayor uso de los videos como material de revisión antes del examen en ambos contextos de aprendizaje que un uso como soporte pedagógico para el desarrollo de habilidades a lo largo del semestre. Las implicaciones de este estudio apuntan hacia la necesidad de una habitual del uso de los videos durante el semestre. Del mismo modo, se constata la importancia de llevar a cabo un análisis más profundo de los datos puesto que el sumario de datos iniciales en muchos casos puede ser engañoso.

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Biografía del autor/a

John N. Walsh, University of Limerick

Lecturer in Information Management, Department of Management and Marketing

Michael P. O'Brien, University of Limerick

Lecturer in Information Management, Department of Management and Marketing

Darina M. Slattery, University of Limerick

Lecturer in E-Learning, Instructional Design, and Technical Communication School of Culture & Communication

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Publicado

2019-06-24

Cómo citar

Walsh, J. N., O’Brien, M. P., & Slattery, D. M. (2019). Patrones de visualización de video según diferentes modelos de enseñanza: estudio de caso con YouTube Analytics. Research in Education and Learning Innovation Archives, (22), 77–95. https://doi.org/10.7203/realia.22.15389
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