Confinement, an e-learning booster

Changes study in content e-learning consumption and causality analysis trough a Bayesian Network

Autores/as

  • Oliver Carrero Márquez ESIC University / ESIC Business & Marketing School
  • Cristina Marín Palacios ESIC University / ESIC Business & Marketing School
  • María Botey Fullat ESIC University / ESIC Business & Marketing School

DOI:

https://doi.org/10.37467/revvisual.v9.3774

Palabras clave:

Confinement, YouTube, Education, E-learning, Bayesian Networks, COVID-19

Resumen

The confinement has been one of the measures adopted to mitigate the effects of Covid-19 with the greatest effect on society, such as changes in the consumption of content e-learning due to their need to acquire new knowledge. The objective is to establish causal links between periods of confinement and the growth of consumption of e-learning resources. Data on the use of a e-learning channel have been taken and Bayesian Network have been used as a methodological instrument. The results confirm this causal relationship. It shows lines of cause-effect research that could improve e-learning content attending on the user behavior.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Álvarez, J. F. (2020). Evolución de la percepción del docente de secundaria español sobre la formación en TIC [Evolution of Spanish secondary school teachers‘ perception of ICT training]. Edutec. Revista Electrónica de Tecnología Educativa, (71), 1-15. https://doi.org/10.21556/edutec.2020.71.1567 DOI: https://doi.org/10.21556/edutec.2020.71.1567

Amarasekara, I. & Grant, W. J. (2018). Exploring the YouTube science communication gender gap: A sentiment analysis. Public Understanding of Science, 28(1), 68-84. http://doi.org/10.1177/0963662518786654 DOI: https://doi.org/10.1177/0963662518786654

Arriaga Azkarate, A., Marcellán Baraze, I. & González Vida, M. R. (2016). Las redes sociales: espacios de participación y aprendizaje para la producción de imágenes digitales de los jóvenes [Social networks: spaces of participation and learning for the production of digital images of young people]. Estudios sobre Educación, 30, 197-216. https://doi.org/10.15581/004.30.197-216 DOI: https://doi.org/10.15581/004.30.197-216

Bautista-Puig, N., De-Filippo, D., Mauleon, E. & Sanz-Casado, E. (2019). Scientific landscape of citizen science publications: Dyanmics, content and presence in social media. Publications, 7(12), 1-22. http://doi.org/10.3390/publications7010012. DOI: https://doi.org/10.3390/publications7010012

Becker, S. A. Cummins, M., Davis, A., Freeman, A., Hall-Giesinger, C. & Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. The New Media Consortium. https://bit.ly/2Wcd3md

Benavides Almarza, C. & García-Béjar, L. (2021). ¿Por qué ven Netflix quienes ven Netflix?: experiencias de engagement de jóvenes mexicanos frente a quien revolucionó el consumo audiovisual [Why Netflix is watched by those who watch Netflix: engagement experiences of young Mexicans facing the person who revolutionized audiovisual consumption]. Revista de Comunicación, 20(1), 29-47. https://revistadecomunicacion.com/article/view/2125 DOI: https://doi.org/10.26441/RC20.1-2021-A2

Berec (2020). BEREC summary report on the status of internet capacity in light of Covid-19 crisis. https://tinyurl.com/y342q2gj

Bohloko, M., Makatjane, T. J., George, M. J. & Mokuku, T. (2019) Assessing the effectiveness of using YouTube videos in teaching the chemistry of group i and vii elements in a high school in Lesotho. African Journal of Research in Mathematics, Science and Technology Education, 23(1), 75-85. https://doi.org/10.1080/18117295.2019.1593610 DOI: https://doi.org/10.1080/18117295.2019.1593610

Campos-Freire, F. (2015). Adaptación de los medios tradicionales a la innovación de los metamedios [Adapting traditional media to the innovation of metamedia]. El profesional de la información, 24(4), 441-450. https://doi.org/10.3145/epi.2015.jul.11 DOI: https://doi.org/10.3145/epi.2015.jul.11

Carlson, J., Kadie, C., Mallal, S. & Heckerman, D. (2007). Leveraging hierarchical population structure in discrete association studies. PLoS One 2(7): e591. https://doi.org/10.1371/journal.pone.0000591 DOI: https://doi.org/10.1371/journal.pone.0000591

Chang, C. T., Tsai, C. Y., Tsai, H. H., Chang, T. W. & Yu, P. T. (2019). Effectiveness of Dual- Screen e-Learning Material Studying in 360-Degree VR Environment. In: H. Müller, E. Butterfield & P. Kellenberger (Eds.). 2019 International Symposium on Educational Technology (ISET) (pp. 65-69). CPS Online. https://doi.org/10.1109/ISET.2019.00023 DOI: https://doi.org/10.1109/ISET.2019.00023

Chang, G. & Yano, S. (2020, May 19). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures. World Education Blog. https://n9.cl/33ozj

Cornock, M. (2020, March 12). Caling up online learning during the coronavirus (Covid-19) pandemic. Matt Cornock, Online Learning. https://n9.cl/b516x

Cowell, R. G., Dawid, A. P., Lauritzen, S. L. & Spiegelhalter, D. J. (1999). Probabilistic networks and expert systems. Springer.

Encinas-Martín, M. (2020). Spain: Aprendo en casa (Learn at home). Education continuity stories from the coronavirus crisis. OECD Publishing.

Gámez, J. A. (1998). Abducción en Modelos Gráficos [Abduction in graphical models]. In: J. A. Gámez Martín & J. M.Puerta Callejón (Eds.) Sistemas expertos probabilísticos (pp. 89-111). Servicio de Publicaciones de laUniversidad de Castilla-La Mancha.

García-Peñalvo, F.J., Rivero-Ortega Rector R., Rodríguez-Conde M. J. & Rodríguez-García, N. (2020). Institutional decisions to support distance learning and teaching during the COVID-19 pandemic. In: C.S. González González, A. Infante Moro, J. C. Infante Moro, J. Gallardo Pérezz, N. Aknin & K. Eddin El Kadiri (Eds.) X International Conference on Virtual Campus (pp. 1-5.) IEEE. https://doi.org/10.1109/JICV51605.2020.9375683 DOI: https://doi.org/10.1109/JICV51605.2020.9375683

Hargittai, E., Fuchslin, T. & Schafer, M. S. (2018). How do young adults engage with science and research on social media? Some preliminary findings and an agenda for future research. Social Media + Society, 4(3), 1-10. http://doi.org/10.1177/2056305118797720 DOI: https://doi.org/10.1177/2056305118797720

Herranz de la Casa, J., Caerols Mateo, R. & Sidorenko Bautista, P. (2019). La realidad virtual y el vídeo 360º en la comunicación empresarial e institucional [Virtual reality and 360º video in business and institutional communication]. Revista de Comunicación, 18(2), 177-199. https://doi.org/10.26441/RC18.2-2019-A9 DOI: https://doi.org/10.26441/RC18.2-2019-A9

Hidalgo-Pérez, M. (2020, April 18). Dime quién eres y te diré cómo matas el tiempo en la red [Tell me who you are and I‘ll tell you how you kill time online]. Diario El País. https://tinyurl.com/ycjn5dlw

Infinia (2020). Evolución de los intereses digitales sobre consume online en los hogares españoles entre marzo y abril 2020 [Evolution of digital interests in the online consumption of Spanish users during Covid-19.] https://bit.ly/3byw3By

Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. MacArthur Foundation. DOI: https://doi.org/10.7551/mitpress/8435.001.0001

López Puga, J. & García García, J. (2007). Valores, Actitudes y Comportamiento Ecológico Modelados con una Red Bayesiana [Values, attitudes and ecological behavior modeled with a Bayesian network]. Medio Ambiente y Comportamiento Humano 8(1y2), 159-175. https://mach.webs.ull.es/PDFS/Vol8_1y2/Vol8_1y2_h.pdf

López Puga, J. & García García, J. De la Fuente Sánchez, L. & De la Fuente Solana, E. I. (2007). Las redes bayesianas como herramientas de modelado en psicología [Bayesian networks as modelling tools in psychology]. Anales de Psicología/Annals of Psychology, 23(2), 307-316. https://revistas.um.es/analesps/article/view/22211

López, J., García, J. & De la Fuente, E. I. (2005). Las redes bayesianas en psicología [Bayesian networks in Psychology]. In: En E. I. de la Fuente, J. L. Padilla, J. García, M. L. de la Fuente, M. C. Díaz, I. Ramírez, C. Porras, H. Trujillo, G. Cañadas & M. Castillo (Eds.) Actas del IX Congreso de Metodología de las Ciencias Sociales y de la Salud [IX Congress of Methodology of Social and Health Sciences] (pp. 964 - 976). Sider http://dx.doi.org/10.13140/2.1.2272.3362

Marín, C. & Carrero, O. (2018). YouTube como plataforma de innovación docente: un caso aplicado al canal zalathun creatividad [YouTube as a platform for teaching innovation: a case applied to Zalathun creativity]. In: J.Rodríguez Torres & J. Francisco Durán Medina (Eds.) Propuestas docentes para un nuevo curriculumuniversitario [Teaching proposals for a new University curriculum] (pp. 175-190). Tecnos.

Mojarro Aliaño, Á., Duarte Hueros, A. Guzmán Franco, M. D. & Aguaded, I. (2019). Mobile learning in university contexts based on the unified theory of acceptance and use of technology (UTAUT). Journal of New Approaches in Educational Research, 8(1), 7-17. https://doi.org/10.7821/naer.2019.1.317. DOI: https://doi.org/10.7821/naer.2019.1.317

Neapolitan, E. R. & Morris, S. (2004). Probabilistic modelling with Bayesian networks. In: D. Kaplan (Ed.), The SAGE handbook of quantitative methodology for the social sciences (pp. 371-390). Sage Publications. DOI: https://doi.org/10.4135/9781412986311.n20

Nokia (2020). Network traffic insights in the time of coronavirus disease (Covid-19). Nokia Deepfield Network Intelligence report. https://onestore.nokia.com/asset/207327

Orduña-Malea, E., Font-Julián, C. I. & Ontalba-Ruipérez, J. A. (2020). Covid-19: metric analysis of videos and communication channels on YouTube. El profesional de la información, 29(4). https://doi.org/10.3145/epi.2020.jul.01 DOI: https://doi.org/10.3145/epi.2020.jul.01

Palazón-Herrera, J. P. (2018). Effectiveness and motivation towards the use of video tutorials when learning how to use music software. Culture and Education, 30(4), 663-692. https://doi.org/10.1080/11356405.2018.1514804 DOI: https://doi.org/10.1080/11356405.2018.1514804

Pattier, D. (2021). Science on Youtube: Successful Edutubers. TECHNO REVIEW. International Technology, Science and Society Review, 10(1), 1-15. https://doi.org/10.37467/gka-revtechno.v10.2696 DOI: https://doi.org/10.37467/gka-revtechno.v10.2696

Pearl, J. (2001). Bayesian networks, causal inference and knowledge discovery [Technical Report.]. UCLA Cognitive Systems Laboratory.

Pereira, S., Fillol, J. & Moura, P. (2019). Young people learning from digital media outside of school: the informal meets the formal. Communicate. Media Education Research Journal, 27(1). DOI: https://doi.org/10.3916/C58-2019-04 DOI: https://doi.org/10.3916/C58-2019-04

Quijano-Escate, R., Rebatta-Acuña, A., Garayar-Peceros, H., Gutiérrez-Flores, K. E. & Bendezu- Quispe, G. (2020). Aprendizaje en tiempos de aislamiento social: cursos masivos abiertos en línea sobre la COVID-19. [Learning in times of social isolation: massive open online courses on COVID-19] Revista Peruana de Medicina Experimental y Salud Pública, 37(2): 375-7. https://doi.org/10.17843/rpmesp.2020.372.5478 DOI: https://doi.org/10.17843/rpmesp.2020.372.5478

Ranga, J. S. (2017). Customized videos on a YouTube Channel: A beyond the classroom teaching and learning platform for general chemistry courses. Journal of Chemical Education, 94(7), 867-872. https://doi.org/10.1021/acs.jchemed.6b00774 DOI: https://doi.org/10.1021/acs.jchemed.6b00774

Rangarajan, K., Begg, K. & Somani, B. (2019). Online digital media: The uptake of YouTube-based digital clinical education (DCE). American journal of distance education, 33(2), 142-150. https://doi.org/10.1080/08923647.2019.1582308 DOI: https://doi.org/10.1080/08923647.2019.1582308

Real Decreto 463/2020, de 14 de marzo, por el que se declara el estado de alarma para la gestión de la situación de crisis sanitaria ocasionada por el COVID-19 [Royal Decree 463/2020, of 14 March, declaring a state of alarm for the management of the health crisis situation caused by Covid-19]. Boletín Oficial del Estado, 67, 14 March 2020, 25390-25400. https://www.boe.es/eli/es/rd/2020/03/14/463

Ricardo-Barreto, C.T., Jabba Molinares, D., Llinás, H., Peña Santodomíngo, J., Astorga Acevedo, C., Acevedo Rodriguez, P., Baloco Navarro, C. & Villareal Villa, S. (2020). Trends in the use of ICT resources by teachers in IES (Higher Education Institutions). Journal of Information Technology Education: Research, 19, 395-425. https://doi.org/10.28945/4601 DOI: https://doi.org/10.28945/4601

Scolari, C. A. (2012). Media ecology: Exploring the metaphor to expand the theory. Communication theory, 22(2), 204-225. https://doi.org/10.1111/j.1468-2885.2012.01404.x DOI: https://doi.org/10.1111/j.1468-2885.2012.01404.x

Scolari, C. A. (2016). Alfabetismo transmedia. Estrategias de aprendizaje informal y competencias mediáticas en la nueva ecología de la comunicación [Transmedia literacy: informal learning strategies and media competencies in the new communication ecology]. Telos: Cuadernos de Comunicación e Innovación, (103), 13-23. https://telos.fundaciontelefonica.com/archivo/numero103/

Sharples, M., Roock, R. de, Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi, K., McAndrew, P., Rienties, B., Weller, M. & Wong, L. H. (2016). Innovating Pedagogy 2016: Open University Innovation Report 5. The Open University. https://bit.ly/2xGDozs

Suárez Rodríguez, F. J. (2017). Nuevos medios y usuarios en la era digital. [New media and users in the digital era]. Dykinson.

Sulaimanu, U., Nelson, O., Emejulu, C. & Oyedepo, T. (2019). Internet, YouTube and informal learning among undergraduate students. International Journal of Education and Information Technologies, 13, 1-5. https://bit.ly/2UsQuJB

Tapia-Jara, J., Sánchez-Ortíz, A. & Vidal-Silva, C. (2020). Estilos de aprendizaje e intención de uso de videos académicos de YouTube en el contexto universitario chileno [Learning styles and intent of using YouTube academic videos in the Chilean university context]. Formación universitaria, 13(1), 3-12. https://dx.doi.org/10.4067/S0718-50062020000100003 DOI: https://doi.org/10.4067/S0718-50062020000100003

Telefónica (2020, April 15). Telefónica registers during the Covid-19 crisis a growth in its internet traffic equivalent to that of the whole last year. https://bit.ly/2WKNXLI

Tiernan, P. & O’Kelly, J. (2019). Learning with digital video in second level schools in Ireland. Education and Information Technologies, 24(2), 1073-1088. https://doi.org/10.1007/s10639-018-9811-6 DOI: https://doi.org/10.1007/s10639-018-9811-6

Toffler, A. (1980). The third wave. Bantam Books.

Tur, G., Marín, V. I., Moreno, J., Gallardo, A. & Urbina, S. (2016). From diagrams to self-regulated learning: student teachers’ reflections on the construction of their PLE. Educational Media International, 53(2), 139-152. https://doi.org/10.1080/09523987.2016.1211335. DOI: https://doi.org/10.1080/09523987.2016.1211335

Vizcaíno-Verdú A., Contreras-Pulido P. & Guzmán-Franco M. D. (2019). Lectura y aprendizaje informal en YouTube: El booktuber [Informal reading and learning on YouTube: The booktuber]. Comunicar, XXVII(59), 95-104.https://doi.org/10.3916/C59-2019-09 DOI: https://doi.org/10.3916/C59-2019-09

Walsh, J. N., O’Brien, M. P. & Slattery, D. M. (2019). Video viewing patterns using different teaching treatments: A case study using YouTube analytics. Research in Education & Learning Innovation Archives (REALIA), (22), 77-95. https://doi.org/10.7203/realia.22.15389 DOI: https://doi.org/10.7203/realia.22.15389

Yammine, S. Z., Liu, C., Jarreau P. B. & Coe, I. R. (2018). Social media for social change in science. Science, 360(6385), 162-163. http://doi.org/10.1126/science.aat7303. DOI: https://doi.org/10.1126/science.aat7303

Descargas

Publicado

2022-11-21

Cómo citar

Carrero Márquez, O. ., Marín Palacios, C. ., & Botey Fullat, M. . (2022). Confinement, an e-learning booster: Changes study in content e-learning consumption and causality analysis trough a Bayesian Network. VISUAL REVIEW. International Visual Culture Review Revista Internacional De Cultura Visual, 12(5), 1–14. https://doi.org/10.37467/revvisual.v9.3774