The pairing of lecture recording data with assessment scores: a method of discovering pedagogical impact

Abstract

Web technologies, such as lecture recordings, have the capacity to capture and store massive amounts of data from individuals' online behavior. Such data can provide insight into student learning processes and the relationship between online trace data and academic performance alerting educators to when intervention may be required or if their learning activities may need to be adjusted. This paper discusses how data captured from students' use of lecture recordings accessed through a Collaborative Lecture Annotation System (CLAS) when aggregated and correlated with assessment data can help educators evaluate the impact of the recordings on their students' learning. Such information can help inform and alert educators to when adjustments may be required to their pedagogical approach.