Abstract

The relatively low cost of producing and consuming online videos, and the ubiquity of the internet, enable their application for various sorts of instruction. As the trend of using web-based video for instruction strengthens, new challenges emerge, and it is important to examine the implications of online video availability on learner retention and achievement. Despite the flexibility online video lectures offer, it seems that people prefer face-to-face instruction. From an attention economy perspective, it may be harder to concentrate while watching online videos. Furthermore, in educational environments, students may procrastinate watching the videos until the end of the semester. This procrastination leads to overload, and makes students more susceptible to failure and even dropping out from their studies. The purpose of this research-in-progress is to examine the implications of online video use in distance and blended learning on student retention and achievement. Its interdisciplinary theoretical basis draws on research in information systems, psychology, and education. Data analytics is used as the main methodology for analyzing student grades and their retention records. The study takes place at the Open University of Israel, where video lectures are being gradually introduced to courses since 2009. Two preliminary exploratory studies indicate that there may be unforeseen opportunities and challenges related to the availability of online video. The research conclusions will contribute insights for effective integration of online video in distance learning processes, or as a supplement to face-to-face instruction, as well as professional training, and lifelong learning.

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