Over recent years the use of lecture capture technology has become widespread in higher education. However, clear evidence of the learning benefits of this technology is limited, with contradictory findings reported in the literature. The reasons for this lack of consistent evidence may include methodological issues and differences in the context of previous studies. This paper describes a study using server log data to explore student use of video recordings quantitatively in the context of science courses at Imperial College London. The study had two aims: to understand more about the general principles that underpin a learning analytics study and to seek answers to the following specific research questions: (1) How much use is made of video recordings? (2) How does the use of recordings in a module vary over time? (3) Is the use of recordings different for different modules or subjects? (4) Is the use of recordings different for subgroups of students, for example, students with specific learning differences or English as a second language, students attaining different grades? (5) Is the use of recordings different for different types of content? Using learning analytics enabled the discovery of context-specific actionable insights: recommendations for both staff and students and ideas for further research. General conclusions were also drawn on how best to undertake learning analytics studies in order to deliver evidence and insights to improve learning and teaching. Published: 28 December 2018 Citation: Research in Learning Technology 2018, 26 : 2087 - http://dx.doi.org/10.25304/rlt.v26.2087

中文翻译：

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我们可以从学习分析中学到什么？基于对学生使用录像的分析的案例研究

近年来，演讲捕捉技术的使用已在高等教育中广泛普及。但是，该技术的学习益处的明确证据是有限的，文献中报道了矛盾的发现。缺乏一致证据的原因可能包括方法问题和先前研究中的差异。本文介绍了一项使用服务器日志数据的研究，旨在定量研究伦敦帝国学院理科课程中学生对录像的使用情况。该研究有两个目的：进一步了解构成学习分析研究的一般原则，并寻求以下特定研究问题的答案：（1）录像有多少用处？（2）模块中记录的使用随时间如何变化？（3）对于不同的模块或主题，录音的使用是否有所不同？（4）录音的使用是否针对不同的学生组，例如，具有特定学习差异的学生或英语为第二语言，成绩不同的学生？（5）对于不同类型的内容，录音的使用是否有所不同？使用学习分析可以发现特定于上下文的可操作见解：为教职员工和学生提供的建议以及进一步研究的想法。还得出了关于如何最好地进行学习分析研究以提供证据和见解以改善学与教的一般结论。发布时间：2018年12月28日引用文献：学习技术研究2018，26：