. Evangelia Manou; . Evgenia Charikleia Lazari; . Geοrgia Eleni Thomopoulou; . Georgios Agrogiannis; . Nikolaos G. Kavantzas; . Andreas C. Lazaris
Volume 12, Issue 5 , June 2022, , Pages 1-6
Abstract
BACKGROUND: Recordings of live streaming e‑lessons of pathology at medical school of Nationaland Kapodistrian University of Athens, Greece are uploaded to the e‑class portfolio ...
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BACKGROUND: Recordings of live streaming e‑lessons of pathology at medical school of Nationaland Kapodistrian University of Athens, Greece are uploaded to the e‑class portfolio of each studentenrolled in the course. We measured the number of views each video received and noticed that thisnumber exceeded the number of enrolled students. Our main aim was to investigate the correlationbetween the upload of an educational video and the views it got so as to determine when the propertime is for professors to e‑share or upload an educational video for the students.MATERIALS AND METHODS: We measured the number of views of the recorded e‑lessons whenall videos were uploaded, with a frequency of 15 days. We used analysis of variances statisticalanalysis to find the significance of the amount of time each video had been uploaded on the virtualplatform of the course. We also applied t‑tests to assess the significance of alteration of the numberof views related to the amount of time until the examinations.RESULTS: Time was a statistically significant factor in the impact of an educational video. Thetwo‑factor analysis without interaction measured P ≃ 0.001, proving the strong correlation betweentime and the increase of views. As the examination date was approaching, there was a statisticallysignificant increase in the number of views of the videotaped e‑lessons. Almost 50% of the views ofeach of the videos took place in the two‑week examination period of the course.CONCLUSIONS: The educational videos that contained the core learning concepts of the pathologycourse should be uploaded first. The complex learning points of the pathology course must beavailable at the beginning of the semester. Additionally, recordings of videos covering the complexlearning points of the course should be uploaded as an additional tool of asynchronous e‑learningfor the students who choose to watch their former e‑lessons to prepare for the examinations.