What is it about?
This study surveyed a wide range of higher education students on their preferences and exposures to in-class video use. The results are then used to identify gaps between expectation and realization, which are then used to determine student segments (i.e., surpluses and deficits).
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Why is it important?
The paper demonstrates an effective diagnostic tool for education managers to identify courses with surpluses and deficits. One implication for educational managers is that a one-size-fits-all approach to in-class videos will not produce maximum student satisfaction.
Perspectives
This paper was co-authored with my PhD supervisor, Prof Frank Alpert, albeit not part of my own doctoral thesis. It was a revisit of Prof Alpert's paper, albeit from a different angle and method, thus generating new insights. It might be confused as a article in the field of Education, as it is published in the Education + Training journal. However, to me, it is a marketing journal article, focusing on the student's perspectives and experiences as consumers of educational services.
Assist. Prof. Imam Salehudin
Universitas Indonesia
Read the Original
This page is a summary of: A deeper understanding of student preferences for in-class video use: a segmentation analyses of needs, group differences and preference clusters, Education + Training, March 2022, Emerald,
DOI: 10.1108/et-02-2021-0045.
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