Zoekresultaten

Comparing student and expert-based tagging of recorded lectures

In this paper we analyse the way students tag recorded lectures. We compare their tagging strategy and the tags that they create with tagging done by an expert. We look at the quality of the tags students add, and we introduce a method of measuring how similar the tags are, using vector space modelling and cosine similarity. We show that the quality of tagging by students is high enough to be useful. We also show that there is no generic vocabulary gap between the expert and the students. Our study shows no statistically significant correlation between the tag similarity and the indicated interest in the course, the perceived importance of the course, the number of lectures attended, the indicated difficulty of the course, the number of recorded lectures viewed, the indicated ease of finding the needed parts of a recorded lecture, or the number of tags used by the student.

Facilitating the use of recorded lectures: Analysing students' interactions to understand their navigational needs

PhD research into the use of recorded lectures by students and how we can facilitate effective use. 1. How do students use recorded lectures according to their self-report? 2. What actual usage of the recorded lectures can we derive from the data on the system, and does that match with what students report? 3. How can we facilitate the use of recorded lectures by students using expert tagging and tagging by the students themselves? Ever since the start of the information and communication technology (ICT) era, universities and educational institutions all over the world have strived to incorporate its use into their pallet of instructional methods. The use of video, be it in the form of television broadcasts, DVDs or as video over the internet, has long been one of the important manifestations of the search for attractive learning materials that can be used independent of time and place. The recording and broadcasting of lectures has been an important solution for distance education. But more and more, universities enhance parts of their courses aimed at on-campus students with online video components and lecture recordings. They do this to allow students to review lectures at their own pace and at a time and place of their choosing. With this increase in use, the main research questions for this PhD research became increasingly more relevant. The research was conducted at two of institutions in the higher education sector in the Netherland, Fontys University of Applied Sciences and the Eindhoven University of Technology (TU/e). There is previous research into this question, but studies show various shortcomings, such as lack of focus, meaning that the uses, technology and user groups were combined in a way that made it difficult to apply the results to our own situation. To establish some common ground, the dissertation starts with a description of a framework that more accurately determines the context of the research. The use of recorded lectures by students at the two institutions was studied using a survey and semi-structured interviews. Then the data collected by the Lecture Capture System was taken and processed into a dataset that allowed us to analyse the actual usage of the recorded lectures by the students. That data was then triangulated with the data from the survey and the semi-structured interviews. We also looked at improving the navigational support of the use of recorded lectures by offering tags that could be used to directly access specific parts of the recorded lecture. We investigated both the use of expert tagging and of tags created by the students themselves.

Professionalisation of Nursing and Care in Elderly Care

Inaugural lecture, delivered upon public acceptance of the endowed professorship in Professionalisation of Nursing and Care in Elderly Care by Prof. Dr. Robbert J.J. Gobbens at Tilburg University on 29 September 2023.

Inaugural lecture Sustainable Cooperative Entrepreneurship. The innovation army is marching!

A year later, in 2013, the Westerkwartier Area Cooperative was established – a new form of cooperation at the regional level, involving hundreds of dairy farmers, other SMEs, Terra MBO as the representative of the knowledge institutions in the region, the National Forest Service in the Netherlands (‘Staatsbosbeheer’), the Groningen Countryside Association (‘Landschapsbeheer Groningen’) and, later on, the De Zijlen healthcare institution. A year later, this initiative was followed by the establishment of the Southwest Drenthe Area Cooperative, another formalised multi-stakeholder cooperative on a large scale, bound together by a shared agenda. The members of these two new cooperatives sought to bring together and strengthen local and sectoral initiatives at the regional level. Because of their close cooperation with knowledge institutions, they hoped that practice-based research would yield a lot of results. At the many evening meetings and during workshops, spirited debates were held about new concepts such as bio-based economy, new concepts in food and health, alternative methods of energy production, but also ways of improving the quality of life in the region, strengthening the tourism industry and creating jobs for young people. Those involved were all too aware that the existing educational and research institutes and government agencies, and the organisational structures used by businesses, tend to do more harm than good, which led to the call for Next Education, Next Governance and Next Business. It became apparent from these discussions that there were many knowledge questions to be explored, and the need arose for a permanent link with the knowledge institutions through the establishment of a separate professorship focused on sustainable and cooperative entrepreneurship for the benefit of the entrepreneurs involved as well as for the education sector, the government and the general public. This is how the Sustainable Cooperative Entrepreneurship professorship came about, as part of the Sustainable Financial Management professorship chaired by Dr Margreet Boersma at Hanze University of Applied Sciences Groningen’s School of Financial and Economic Management. I am honoured to be giving this new professorship shape, and I would like to point out that I will not be doing this on my own – I am only the figurehead of a very substantial group of innovative and ambitious entrepreneurs, students, lecturers, public servants, citizens and colleagues. The Innovation Army is marching. And if you are not a part of it yet, now is the time to get involved!

Leisure as a source of innovation in health care and wellbeing (recorded lecture)

Usage reporting on recorded lectures using educational data mining

This study analyses the interactions of students with the recorded lectures. We report on an analysis of students' use of recorded lectures at two Universities in the Netherlands. The data logged by the lecture capture system (LCS) is used and combined with collected survey data. We describe the process of data pre-processing and analysis of the resulting full dataset and then focus on the usage for the course with the most learner sessions. We found discrepancies as well as similarities between students' verbal reports and actual usage as logged by the recorded lecture servers. The analysis shows that recorded lectures are viewed to prepare for exams and assignments. The data suggests that students who do this have a significantly higher chance of passing the exams. Given the discrepancies between verbal reports and actual usage, research should no longer rely on verbal reports alone.