Online Course Viewings and Their Effects on Performances in Covid-19 Distance Education Period

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Cognitive Research in Science Engineering and Education-IJCRSEE Pub Date : 2023-08-31 DOI:10.23947/2334-8496-2023-11-2-247-255

Erdem Demir, Çağla Ediz, A. Turan

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引用次数: 0

Abstract

Despite numerous studies examining student preferences in terms of live and recorded lecture viewings, the effects of lesson viewings on online platforms have been limitedly studied. In this study, the rates of attending live lectures and viewing lecture recordings in the Covid-19 era were examined, and attendance and viewings effects on final scores in these courses were evaluated. For this purpose, data from online education systems of live and record viewings for Turkish Literature, mathematics, and biostatistics classes in the spring semester of 2021-2022, belonging to 13 Turkish universities and 2082 students, were utilized. We found that (1) Thirteen percent of the students did not view any live or recorded courses, and approximately one-third did not enter the final exam; (2) The students in state universities have significantly higher record viewing rates than those in private universities with medium effect size, (3) Females present significantly higher live viewings and record viewing rates than males with small effect sizes; (4) Biostatistics has moderate-high correlations between viewing rates and final scores. On the other hand, there are no or weak relationships between the viewing rates and final scores for Turkish literature and mathematics, in which study materials can be widely accessed from many sources different from biostatistics.

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新型冠状病毒肺炎远程教育期间在线课程观看及其对教学成绩的影响

尽管有许多研究调查了学生在现场和录制讲座观看方面的偏好，但在线平台上观看课程的影响研究有限。本研究调查了新冠肺炎疫情时期学生参加现场讲座和观看讲座录音的比例，并评估了这些课程的出勤率和观看对最终成绩的影响。为此，我们利用了13所土耳其大学和2082名学生在2021-2022年春季学期的土耳其文学、数学和生物统计学课程在线教育系统的实时和记录观看数据。我们发现(1)13%的学生没有观看任何直播或录制的课程，大约三分之一的学生没有参加期末考试;(2)中等效应量下，公立大学学生的录播率显著高于私立大学学生;(3)小效应量下，女生录播率和录播率显著高于男生;(4)生物统计学在收视率与最终得分之间具有中高相关性。另一方面，土耳其文学和数学的收视率与最终分数之间没有或很弱的关系，其中学习材料可以从不同于生物统计学的许多来源广泛获取。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Cognitive Research in Science Engineering and Education-IJCRSEE EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.60

自引率

14.30%

发文量

审稿时长

12 weeks

期刊介绍： International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) is an international, high quality, peer reviewed open access journal which publishes articles in all areas of cognitive science, perception, natural language understanding, inference, memory processes, learning, problem solving, planning, connectionism, and other areas of interdisciplinary concern related in education, pedagogy and psychology. All articles are published in English and undergo a peer-review process. The scope of IJCRSEE is focused on cognitive research both in topics covered as well as disciplinary perspective: -Cognitive Research in Education -Cognitive Pedagogics -Cognitive Psychology -Psycholinguistics -Cognitive Linguistics -Cognitive Culture Studies -Cognitive Neurophysiology -Cognitive Aspects: Sport Culture -Cognitive Aspects: Methodology of Knowledge -Text Processing and Cognitive Technologies -Curriculum Development -Development of Learning Environment -Education Administration -Educational Psychology -Educational Technology -Elementary Education -Innovative Pedagogical Models -Learning Systems Platforms -Media Education -Science Education -Teaching and Learning Technologies The main objective of the Journal is to discuss global prospects and innovations concerning major issues of cognitive science, to publish new scientific results of cognitive science research, including the studies of cognitive processes, emotions, perception, memory, thinking, problem solving, planning, education and teaching, language and consciousness study, the results of studying man’s cognitive development and the formation of basic cognitive skills in everyday life. The Journal seeks to stimulate the initiation of new research and ideas in cognitive science for the purpose of integration and interaction of international specialists in the development of cognitive science as interdisciplinary knowledge.