Categories | Total responses for A1 (NÂ =Â 91) | No of comments (n) | Total effect (Mean x n) | Paraphrases of sample comments from students | |
---|---|---|---|---|---|
Mean | SD | ||||
Learning | |||||
 • Revision | 0.97 | 0.85 | 57 | 55.1 | ‘useful for revision especially at the last-minute’ (#1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 14, 15, 16, 17, 18, 19, 21, 22, 23, 24, 27, 28, 29, 32, 35, 36, 38, 39, 40, 41, 43, 45, 46, 48, 49, 50, 51, 53, 55, 56, 57, 58, 59, 60, 61, 63, 67, 68, 69, 70, 71, 73, 75, 78, 91) |
 • Help | 0.53 | 0.83 | 28 | 14.77 | ‘useful before assessments’ (#2, 4, 5, 6, 8, 15, 18, 19, 21, 22, 26, 28, 29, 33, 34, 35, 38, 40, 45, 46, 53, 61, 62, 66, 67, 68, 69, 73) |
 • Learn | 0.27 | 0.56 | 20 | 5.49 | ‘made it easier to recollect points’ (#34, 63) ‘helped me understand concepts better and clarify a few doubts’ (#11, 20, 26, 30, 58, 62, 88) ‘covered all the main facts and summarized the whole chapter’ (#9, 44, 54) ‘useful to have concise forms of lectures (#1, 6, 19, 55) ‘helped in understanding the categorization and layout of specific topics’(#21, 67) ‘helped to focus on important points and catch-up things missed by merely reading’ (#45, 57) |
 • Overview | 0.16 | 0.52 | 9 | 1.48 | ‘helpful for a quick overview’ (#47, 52, 54, 65, 71, 74, 79) ‘watching the videos before I started reading the gave me a head-start on what I’m supposed to know’ (#37, 44) |
 • Time | 0.11 | 0.38 | 8 | 0.88 | ‘everything important was condensed into 3 min and doesn’t take much of time’ (#1, 17, 40, 55, 65, 68, 71, 82) |
 • Study | 0.1 | 0.4 | 7 | 0.8 | ‘very helpful for last minute preparation’ (#33, 36, 45, 62, 63, 66, 70) |
 • Audio | 0.09 | 0.35 | 6 | 0.53 | ‘teachers voice in the background was helpful, reassuring and gave a personal touch’ (#17, 41, 43, 45, 72) ‘instead of listening to music sometimes you could listen to videos for recap’ (#12) |
 • Challenge | 0.05 | 0.27 | 4 | 0.22 | ‘easy to understand’ (#9, 11, 51, 62) |
 • Visual | 0.02 | 0.26 | 3 | 0.07 | ‘audiovisual aids can be more useful for some students’ (#43) ‘teacher’s interaction through the video made it lively’ (#71) ‘video could have been improved a lot’ (#83) |
Engagement | |||||
 • Compare | 0.2 | 0.5 | 15 | 2.97 | ‘easier than going through text books or lecture slides’ (#8, 42, 62, 73) ‘helped me understand better after I have gone through the slides’/‘catch-up things missed by merely reading slides’ (#11, 45, 50, 51) ‘can be more useful for some students than reading books’ (#2, 43, 52) ‘useful to revise and recollect points since it was like listening through the lecture again (#17, 88) ‘didn’t watch the videos because I prefer to study’ (#59) |
 • Engage | 0.07 | 0.36 | 6 | 0.40 | ‘interesting, less boring and lively than going through the e-earning slides’ (#8, 10, 42, 58, 71) ‘seemed like slides were just being read out, which I can do by myself’ (91) |
 • Technology | −0.03 | 0.18 | 3 | −0.1 | ‘faced issues with downloading the files’ (#76, 85, 86) |
Quality | |||||
 • Control | 0.05 | 0.31 | 3 | 0.16 | ‘I was able to pause and listen, when and where I wanted’ (#51, 62) ‘If I had doubt after watching the video I could read once again for clarification’) (#34) |
 • Ease | 0.045 | 0.29 | 2 | 0.09 | ‘convenient to study with phones’ (#57) ‘heard quite a few of them walking to the exam hall’ (#69) |
 • Graphics | −0.01 | 0.10 | 1 | −0.01 | ‘animations could have been added’ (#83) |
 • Text | 0.00 | 0.00 | 0 | 0.00 | – |
 • Language | 0.00 | 0.00 | 0 | 0.00 | – |