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Investigating student engagement with intentional content: An exploratory study of instructional videos

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dc.contributor.author Walsh, John N.
dc.contributor.author O'Brien, Michael P.
dc.contributor.author Costin, Yvonne
dc.date.accessioned 2021-04-29T10:18:12Z
dc.date.available 2021-04-29T10:18:12Z
dc.date.issued 2021
dc.identifier.citation Walsh, J.N. , O'Brien, M.P., Costin Y. (2021) 'An exploratory study of instructional videos'. The International Journal of Management Education, 19 (2). en_US
dc.identifier.uri http://hdl.handle.net/10344/10042
dc.description peer-reviewed en_US
dc.description.abstract In recent years, flipped classrooms have become increasingly popular in higher education envi-ronments. In tandem, there is an increasing interest in engagement analytics and educational data mining to identify how students directly engage with content and resources. The Flipped Learning Network (FLN) defines flipped learning as a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space. The resulting group space is trans-formed into a dynamic, interactive learning environment where instructors guide students as they apply concepts and engage creatively with subject matter. To engage in flipped learning effec-tively, instructors incorporate four pillars into their educational practice (F-L-I-P): Flexible Environment, Learning Culture, Intentional Content and Professional Educator. This study focuses primarily on one pillar of F-L-I-P i.e., Intentional Content, provided to maximise classroom time, to better utilise teaching and learning methods for a more student- centred, active learning experience. This exploratory study uses log-file data generated by the Learning Management System (LMS) to identify patterns, usage, and engagement of 468 under-graduate students. Firstly, the study investigates what intentional content students effectively engage with, for learning. Secondly, it investigates usage frequency and specific intervals, with a view to identifying critical times in the semester where intentional content is perceived as essential by students. Thirdly, the study explores how intentional content supplements other el-ements of the FLIP environment. Preliminary findings indicate a discernible pattern of usage, and usage frequency of intentional content amongst students. Engagement is ad hoc; and in the main the behaviour is fragmented, inconsistent, and disjointed-overall students are not engaging effectively and consistently. Additionally, the distribution of intentional content engagement is skewed towards the start and end of semester, emphasising these intervals as critical points. Of note, more consistent behaviour is adopted at the beginning of the module, however students become less engaged with all content as the term progresses. Conversely, a change in student behaviour is observed as the term comes to a close, whereby more positive patterns emerge -perhaps attributable to pending examinations. en_US
dc.language.iso eng en_US
dc.publisher Elsevier en_US
dc.relation.ispartofseries The International Journal of Management Education;19 (2), 100505
dc.relation.uri https://www.sciencedirect.com/science/article/pii/S1472811721000549
dc.subject learning analytics en_US
dc.subject flipped classroom en_US
dc.subject video-based instruction en_US
dc.subject viewing patterns en_US
dc.subject intentional content en_US
dc.title Investigating student engagement with intentional content: An exploratory study of instructional videos en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2021-04-29T06:53:22Z
dc.description.version PUBLISHED
dc.identifier.doi https://doi.org/10.1016/j.ijme.2021.100505
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.rights.accessrights Unrestricted online access
dc.internal.rssid 3000683
dc.internal.copyrightchecked No Open Access under a Under a Creative Commons license
dc.identifier.journaltitle The International Journal of Management Education
dc.description.status peer-reviewed


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