Using the Chinese National Student Physical Fitness Standard as a guide, the students were subjected to BMI, vital capacity, 50 m sprint, sit and reach, timed rope-skipping, timed sit-ups, and 50m × 8 shuttle run measurements. In total, 1,235 students from grades one to five in a primary school in Beijing took part in this research.

This research sought to determine the impact of the pandemic on the physical fitness of primary school students. Schools were postponed, students had to stay at home and opportunities for physical activity amongst school children were severely affected.

I artikkelen diskuterer vi mulige årsaker til og konsekvenser av funnene.Īfter the outbreak of the COVID-19 pandemic, nation lockdown became an effective way to isolate the spread of the virus. Studentene så i gjennomsnitt litt over fem minutter per film. Jo kortere en film er, jo større del av filmen ble sett. I gjennomsnitt så studentene bare rundt 60 % av hver film. De som brukte filmene aktivt, så flere ganger på innholdet i filmene som forklarer vanskelig stoff. I eksamensperioden ble filmene brukt hyppigere enn i undervisningsperioden. Resultatene viser at det å lage og gi tilgang til filmene ikke automatisk fører til at studentene bruker dem. I denne artikkelen analyserer vi hvordan studentene brukte filmene gjennom studieåret, hvor lange filmene bør være, og hva i filmene studentene var mest interessert i. Dermed kan læreren i større grad fokusere på å veilede studentene i praktiske aktiviteter og oppgaveløsing i klasserommet. Studentene kan se disse som en forberedelse før de møter opp til undervisningen. Det innebærer at vi trakk teoriundervisningen ut fra klasserommet og overførte den til korte filmer. For fire år siden startet vi derfor en prosess med å ta i bruk omvendt undervisning som en metode for studentaktiv undervisning i barnehagelærerutdanningen.

To our knowledge, ours is one of the first public data sets on MOOC resource usage.Įn del pedagoger mener at studentaktiv undervisning fremmer studentenes læring bedre enn tradisjonell formidlingspedagogikk. Finally, to enable researchers to reproduce and build upon our findings, we have made our anonymized video watching data set and analysis scripts public. Our main findings are that shorter videos are much more engaging, that informal talking-head videos are more engaging, that Khan-style tablet drawings are more engaging, that even high-quality pre-recorded classroom lectures might not make for engaging online videos, and that students engage differently with lecture and tutorial videos.īased upon these quantitative findings and qualitative insights from interviews with edX staff, we developed a set of recommendations to help instructors and video producers take better advantage of the online video format. We measure engagement by how long students are watching each video, and whether they attempt to answer post-video assessment problems. To our knowledge, ours is the largest-scale study of video engagement to date, using data from 6.9 million video watching sessions across four courses on the edX MOOC platform. This paper presents an empirical study of how video production decisions affect student engagement in online educational videos. Videos are a widely-used kind of resource for online learning.

Greater than less than equal to video