Online Course Viewings and Their Effects on Performances in Covid-19 Distance Education Period
DOI:
https://doi.org/10.23947/2334-8496-2023-11-2-247-255Keywords:
distance education, final scores, live lecture attendance, recorded lecture viewingAbstract
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.
Downloads
References
Alamer, A., & Alharbi, F. (2021). Synchronous distance teaching of radiology clerkship promotes medical students’ learning and engagement. Insights into Imaging, 12(1), 1-11. https://doi.org/10.1186/s13244-021-00984-w DOI: https://doi.org/10.1186/s13244-021-00984-w
Basha, I., Hussein, A., & Maklad, N. (2021). Distance learning applicability in Egyptian construction engineering education. International Journal of Emerging Technologies in Learning (iJET), 16(3), 220-234. https://doi.org/10.3991/ijet.v16i03.18019 DOI: https://doi.org/10.3991/ijet.v16i03.18019
Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L. A., & Otto, A. (2022). Teachers’ digital competencies in higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 19(1), 1-16. https://doi.org/10.1186/s41239-021-00312-8 DOI: https://doi.org/10.1186/s41239-021-00312-8
Bassili, J. N. (2008). Motivation and cognitive strategies in the choice to attend lectures or watch them online. International Journal of E-Learning & Distance Education, 22(3), 129– 148. https://www.ijede.ca/index.php/jde/article/view/50
Buluk, B., & Eşitti, B. (2020). Koronavirüs (COVID-19) sürecinde uzaktan eğitimin turizm lisans öğrencileri tarafindan değerlendirilmesi. [Evaluation of distance education by tourism undergraduate students during the coronavirus (COVID-19) process]. Journal of Awareness, 5(3), 285-298. https://doi.org/10.26809/joa.5.021 DOI: https://doi.org/10.26809/joa.5.021
Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları [Coronavirus (Covid-19) pandemic and its pedagogical reflections: Open and distance education practices in Turkey]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11-53. https://dergipark.org.tr/en/pub/auad/issue/55662/761354
Cirakoglu, N. Y., & Ozbay, Y. (2022). Evaluation of distance learning and online exam experience of Turkish undergraduate dental students during the Covid-19 pandemic. Nigerian Journal of Clinical Practice, 25(6), 916. https://doi.org/10.4103/njcp.njcp_1949_21 DOI: https://doi.org/10.4103/njcp.njcp_1949_21
Corder, G. W., & Foreman, D. I. (2009). Nonparametric Statistics for Non-statisticians. New Jersey: Wiley & Sons. https://doi.org/10.1002/9781118165881 DOI: https://doi.org/10.1002/9781118165881
Durak, G., Çankaya, S., & İzmirli, S. (2020). COVID-19 pandemi döneminde Türkiye’deki üniversitelerin uzaktan eğitim sistemlerinin incelenmesi [Examining the distance education systems of universities in Turkey during the COVID-19 pandemic period]. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 14(1), 787-809. https://doi.org/10.17522/balikesirnef.743080 DOI: https://doi.org/10.17522/balikesirnef.743080
Fei, J., Mather, C., Elmer, S., Allan, C., Chin, C., & Chandler, L. (2013). Use of Echo360 generated materials and its impact on class attendance. In ASCILITE-Australian Society for Computers in Learning in Tertiary Education Annual Conference (pp. 288-292). Australasian Society for Computers in Learning in Tertiary Education.
Gomis-Porqueras, P., & Rodrigues-Neto, J. A. (2018). Teaching technologies, attendance, learning and the optimal level of access to online materials. Economic Modelling, 73, 329-342. https://doi.org/10.1016/j.econmod.2018.04.009 DOI: https://doi.org/10.1016/j.econmod.2018.04.009
Gunawardena, C. N., & McIsaac, M. S. (2013). Distance education. In Handbook of research on educational communications and technology (pp. 361-401). Routledge.
Gupta, A., & Saks, N. S. (2013). Exploring medical student decisions regarding attending live lectures and using recorded lectures. Medical Teacher, 35(9), 767-771. https://doi.org/10.3109/0142159X.2013.801940 DOI: https://doi.org/10.3109/0142159X.2013.801940
Gysbers, V., Johnston, J., Hancock, D., & Denyer, G. (2011). Why do students still bother coming to lectures, when everything is available online?. International Journal of Innovation in Science and Mathematics Education, 19(2). Retrieved from https://openjournals.library.sydney.edu.au/CAL/article/view/4887
Howard, E., Meehan, M., & Parnell, A. (2018). Live lectures or online videos: students’ resource choices in a first-year university mathematics module. International Journal of Mathematical Education in Science and Technology, 49(4), 530-553. https://doi.org/10.1080/0020739X.2017.1387943 DOI: https://doi.org/10.1080/0020739X.2017.1387943
Hu, M., & Li, H. (2017, June). Student engagement in online learning: A review. In 2017 International Symposium on Educational Technology (ISET) (pp. 39-43). IEEE. https://doi.org/10.1109/ISET.2017.17 DOI: https://doi.org/10.1109/ISET.2017.17
Islam, M., Kim, D. A., & Kwon, M. (2020). A comparison of two forms of instruction: Pre-recorded video lectures vs. live ZOOM lectures for education in the business management field. Sustainability, 12(19), 8149. https://doi.org/10.3390/su12198149 DOI: https://doi.org/10.3390/su12198149
Jones, T. J. (2022). Relationships Between Undergraduate Student Performance, Engagement, and Attendance in an Online Environment. In Frontiers in Education (p. 250). https://doi.org/10.3389/feduc.2022.906601 DOI: https://doi.org/10.3389/feduc.2022.906601
Ilgaz, H., & Afacan Adanır, G. (2020). Providing online exams for online learners: Does it really matter for them?. Education and Information Technologies, 25(2), 1255-1269. https://doi.org/10.1007/s10639-019-10020-6 DOI: https://doi.org/10.1007/s10639-019-10020-6
Kahui, V., Genç, M., Agarwal, N., & Lord, A. (2022). Zoom lecture attendance patterns during the 2020 lockdown in New Zealand. Applied Economics Letters, 1-4. https://doi.org/10.1080/13504851.2022.2038774 DOI: https://doi.org/10.1080/13504851.2022.2038774
Kaushik, A., Kumar, N., & Kumar, P. (2021). Effect of partial compulsory attendance on academic performance of technical education students. Innovations in Education and Teaching International, 1-10. https://doi.org/10.1080/14703297.2021.1948440 DOI: https://doi.org/10.1080/14703297.2021.1948440
Kerby, D. S. (2014). The simple difference formula: An approach to teaching nonparametric correlation. Comprehensive Psychology, 3, 11-IT. https://doi.org/10.2466/11.IT.3.1 DOI: https://doi.org/10.2466/11.IT.3.1
Kurtuncu, M., & Kurt, A. (2020). Covid-19 pandemisi doneminde hemsirelik ogrencilerinin uzaktan egitim konusunda yasadiklari sorunlar. Avrasya Sosyal ve Ekonomi Arastirmalari Dergisi, 7(5), 66-77. Retrieved from https://dergipark.org.tr/en/pub/asead/issue/54658/725503
Larkin, H. E. (2010). “ But they won’t come to lectures...” The impact of audio recorded lectures on student experience and attendance. Australasian journal of educational technology, 26(2). https://doi.org/10.14742/ajet.1093 DOI: https://doi.org/10.14742/ajet.1093
Le, K. (2022). Pre-recorded lectures, live online lectures, and student academic achievement. Sustainability, 14(5), 2910. https://doi.org/10.3390/su14052910 DOI: https://doi.org/10.3390/su14052910
McKenna, B. A., & Kopittke, P. M. (2018). Engagement and performance in a first year natural resource science course. Journal of Computer Assisted Learning, 34(3), 233-242. https://doi.org/10.1111/jcal.12236 DOI: https://doi.org/10.1111/jcal.12236
Mirza, A. A., & Al-Abdulkareem, M. (2011). Models of e-learning adopted in the Middle East. Applied computing and informatics, 9(2), 83-93. https://doi.org/10.1016/j.aci.2011.05.001 DOI: https://doi.org/10.1016/j.aci.2011.05.001
Moores, E., Birdi, G. K., & Higson, H. E. (2019). Determinants of university students’ attendance. Educational Research, 61(4), 371-387. https://doi.org/10.1080/00131881.2019.1660587 DOI: https://doi.org/10.1080/00131881.2019.1660587
Nichols, S. C., Xia, Y. Y., Parco, M., & Bailey, E. G. (2022). Participation and performance by gender in synchronous online lectures: three unique case studies during emergency remote teaching. Journal of microbiology & biology education, 23(1), e00281-21. https://doi.org/10.1128/jmbe.00281-21 DOI: https://doi.org/10.1128/jmbe.00281-21
Nieuwoudt, J. E. (2020). Investigating synchronous and asynchronous class attendance as predictors of academic success in online education. Australasian Journal of Educational Technology, 36(3), 15-25. https://doi.org/10.14742/ajet.5137 DOI: https://doi.org/10.14742/ajet.5137
Ozdemir, D., & Ugur, M. E. (2021). Model proposal on the determınatıon of student attendance ın dıstance educatıon wıth face recognıtıon technology. Turkish Online Journal of Distance Education, 22(1), 19-32. https://doi.org/10.17718/tojde.849872 DOI: https://doi.org/10.17718/tojde.849872
Özen, K. E., Erdoğan, K., & Malas, M. A. (2022). Assessment of the opinions and experiences of anatomy educators regarding the distance anatomy education in medical facilities under the effect of COVID-19 in Turkey. Surgical and Radiologic Anatomy, 1-12. https://doi.org/10.1007/s00276-022-02934-7 DOI: https://doi.org/10.1007/s00276-022-02934-7
Qiping Kong, Student engagement in Mathematics Teaching, Shanghai:East China Normal University Press, 2003.
Shahabadi, M. M., & Uplane, M. (2015). Synchronous and asynchronous e-learning styles and academic performance of e-learners. Procedia-Social and Behavioral Sciences, 176, 129-138. https://doi.org/10.1016/j.sbspro.2015.01.453 DOI: https://doi.org/10.1016/j.sbspro.2015.01.453
Sorochinsky, M. A. (2021). Digital competence of teachers and students in yakutia: problems and prospects of E-learning during the pandemic. Educação (UFSM), 46(1), e99/ 1–16. https://doi.org/10.5902/1984644466423 DOI: https://doi.org/10.5902/1984644466423
Tayem, Y. I., Almarabheh, A. J., Hamza, E. A., & Deifalla, A. (2022). Perceptions of Medical Students on Distance Learning During the COVID-19 Pandemic: A Cross-Sectional Study from Bahrain. Advances in Medical Education and Practice, 13, 345. https://doi.org/10.2147/AMEP.S357335 DOI: https://doi.org/10.2147/AMEP.S357335
Trenholm, S., Alcock, L., & Robinson, C. L. (2012). Mathematics lecturing in the digital age. International Journal of Mathematical Education in Science and Technology, 43(6), 703-716. https://doi.org/10.1080/0020739X.2011.646325 DOI: https://doi.org/10.1080/0020739X.2011.646325
Turan, Z., Kucuk, S., & Cilligol Karabey, S. (2022). The university students’ self-regulated effort, flexibility and satisfaction in distance education. International Journal of Educational Technology in Higher Education, 19(1), 1-19. https://doi.org/10.1186/s41239-022-00342-w DOI: https://doi.org/10.1186/s41239-022-00342-w
Wongtrakul, W., & Dangprapai, Y. (2020). Effects of Live Lecture Attendance on the Academic Achievement of Preclinical Medical Students. Medical Science Educator, 30(4), 1523-1530. https://doi.org/10.1007/s40670-020-01068-y DOI: https://doi.org/10.1007/s40670-020-01068-y
Yang, X., Li, D., Liu, X., & Tan, J. (2021). Learner behaviors in synchronous online prosthodontic education during the 2020 COVID-19 pandemic. The Journal of prosthetic dentistry, 126(5), 653-657. https://doi.org/10.1016/j.prosdent.2020.08.004 DOI: https://doi.org/10.1016/j.prosdent.2020.08.004
Yoon, C., Oates, G., & Sneddon, J. (2014). Undergraduate mathematics students’ reasons for attending live lectures when recordings are available. International Journal of Mathematical Education in Science and Technology, 45(2), 227-240. https://doi.org/10.1080/0020739X.2013.822578 DOI: https://doi.org/10.1080/0020739X.2013.822578
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2023 Erdem Demir, Çağla Ediz, Aykut Hamit Turan

This work is licensed under a Creative Commons Attribution 4.0 International License.
Metrics
Plaudit
Accepted 2023-05-24
Published 2023-08-31