TY - GEN
T1 - When is enough, enough? An Examination of Student Engagement when Watching Online Group Project Presentations
AU - Kumar, Manasvi
AU - Valacich, Joseph S.
AU - Jenkins, Jeffrey L.
AU - Kim, David
N1 - Funding Information:
We would like to thank Dr. Eyran Gisches (University of Arizona) for his support and guidance during the data collection process for the study.
Publisher Copyright:
© 2022 IEEE Computer Society. All rights reserved.
PY - 2022
Y1 - 2022
N2 - In traditional face-to-face classes, conventional wisdom suggests that delivering and watching group project presentations is a valuable learning experience. In this research, we examine the limits of student engagement and learning in an asynchronous online context. Specifically, 249 undergraduate students were assigned to perform peer evaluations of multiple ten-minute project presentations. The online learning platform collected objective viewing behavior for each student, allowing us to use viewing time as a proxy for engagement. We also collected self-reported attitudes towards the assignment, finding that while students value providing feedback, they do not consider it a valuable use of their time. Students who engage more are also likely to receive a better final course grade. Finally, students exhibit different types of viewing behavior (i.e., personas) when evaluating multiple videos. Based on these results, we provide suggestions for improving the design of online group presentation and peer-review assignments.
AB - In traditional face-to-face classes, conventional wisdom suggests that delivering and watching group project presentations is a valuable learning experience. In this research, we examine the limits of student engagement and learning in an asynchronous online context. Specifically, 249 undergraduate students were assigned to perform peer evaluations of multiple ten-minute project presentations. The online learning platform collected objective viewing behavior for each student, allowing us to use viewing time as a proxy for engagement. We also collected self-reported attitudes towards the assignment, finding that while students value providing feedback, they do not consider it a valuable use of their time. Students who engage more are also likely to receive a better final course grade. Finally, students exhibit different types of viewing behavior (i.e., personas) when evaluating multiple videos. Based on these results, we provide suggestions for improving the design of online group presentation and peer-review assignments.
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M3 - Conference contribution
AN - SCOPUS:85152234076
T3 - Proceedings of the Annual Hawaii International Conference on System Sciences
SP - 950
EP - 959
BT - Proceedings of the 55th Annual Hawaii International Conference on System Sciences, HICSS 2022
A2 - Bui, Tung X.
PB - IEEE Computer Society
T2 - 55th Annual Hawaii International Conference on System Sciences, HICSS 2022
Y2 - 3 January 2022 through 7 January 2022
ER -