期刊名称：The Online Journal of Applied Knowledge Management
印刷版ISSN：2325-4688
出版年度：2015
卷号：3
期号：1
页码：74-92
出版社：The International Institute for Applied Knowledge Management
摘要：Academic institutes harness technology in order to provide new options for students to learn. One of these technologies is offering video classes that can be seen through the Internet, using different kinds of devices, like personal computers, tablets or smartphones. This research inspects the differences in usage patterns of watching video lectures, by students in fifteen academic institutes, in three different countries: The USA, the UK and Australia. The usage patterns inspected were the type of d evice used, period during the semester when the videos were played and drop-off percentage. The possibility to watch anywhere and anytime, not needing to attend personally the classroom, opens a new trigger to procrastination. This research used objective data extracted from Kaltura's database, the supplier of the video infrastructure for those academic institutes, during one year (two semesters). Our findings showed that students worldwide prefer to watch online video classes using PCs, while the mobile devices are scarcely used; they prefer short videos, especially at the end of the semester, or they drop -off after a minimal number of minutes watching. Moreover, a U-shape curve of e-learning during the semester was observed, where the video watching was concentrated at the beg inning and end of the semester
关键词：online video lectures; m-learning; effectiveness of instructional technologies; distance learning; blended ; learning; procrastination; attention economy
