Comparing student and expert-based tagging of recorded lectures

Pierre Gorissen*, Jan Van Bruggen, Wim Jochems

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

In this paper we analyse the way students tag recorded lectures. We compare their tagging strategy and the tags that they create with tagging done by an expert. We look at the quality of the tags students add, and we introduce a method of measuring how similar the tags are, using vector space modelling and cosine similarity. We show that the quality of tagging by students is high enough to be useful. We also show that there is no generic vocabulary gap between the expert and the students. Our study shows no statistically significant correlation between the tag similarity and the indicated interest in the course, the perceived importance of the course, the number of lectures attended, the indicated difficulty of the course, the number of recorded lectures viewed, the indicated ease of finding the needed parts of a recorded lecture, or the number of tags used by the student
Original languageEnglish
Pages (from-to)161-181
Number of pages21
JournalEducation and Information Technologies
Volume20
Issue number1
Early online date20 Jul 2013
DOIs
Publication statusPublished - Mar 2015

Keywords

  • recorded lectures
  • tagging
  • novice expert comparison
  • cosine similarity
  • vector space modelling

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