Table 4.
Qualitative analysis of responses for item A2
| Categories | Total responses for A2 (N = 76) | No of comments (n) | Total effect(Mean x n) | Paraphrases of sample comments from students | |
|---|---|---|---|---|---|
| Mean | SD | ||||
| Learning | |||||
| • Challenge | −0.26 | 0.44 | 20 | −5.26 |
‘expand to other bigger/complex topics’ (#7, 15, 16, 50, 57, 60, 71, 73)
‘include more concepts’ (#4, 13, 22, 25, 29, 32, 34) ‘would be more useful if it is more explanatory/elaborate’ (#7, 21) |
| • Time | −0.1 | 0.5 | 13 | −1.2 |
‘longer videos with more concepts’ (#4, 21, 22, 24, 34, 41, 52, 57, 62, 67)
‘shortness of the videos is interesting’ (#71) |
| • Number | −0.08 | 0.32 | 5 | −0.39 | ‘make more such videos’ (#50, 54, 57, 61, 73) |
| • Learn | −0.07 | 0.25 | 5 | −0.33 |
‘please mention assessment questions that may come from the topic’ (#27, 51, 63)
‘stress more on important points’ (#27, 36) |
| Engagement | |||||
| • Technology | −0.11 | 0.31 | 8 | −0.84 |
‘make it easier to download’ (#9, 31, 32, 33, 43, 70)
‘make size of files smaller as they take up lot of memory’ (#43, 70) ‘if possible upload the videos on YouTube’ (#69) |
| • Engage | −0.07 | 0.25 | 5 | −0.33 |
‘videos could be more interactive’ (#2, 3, 55, 61)
‘add more content for sparking interest in the topic’ (#75) |
| • Compare | 0.03 | 0.23 | 1 | 0.03 | ‘play it in class too as lectures are boring’ (#54) |
| Quality | |||||
| • Audio | −0.1 | 0.3 | 10 | −1.3 |
‘speak loudly and slowly’ (#1, 74)
‘improve audio quality’ (#11, 14, 22, 31, 34, 52, 62, 76) |
| • Graphics | −0.08 | 0.32 | 5 | −0.39 | ‘use more animations/pictures/graphics’ (#3, 5, 10, 38, 72) |
| • Visual | −0.1 | 0.22 | 4 | −0.2 |
‘improve video quality/resolution’ (#11, 48)
‘since speaker’s face is not that important, if avoided can save preparation time’ (#2, 26) |
| • Clarity | −0.04 | 0.2 | 3 | −0.12 | ‘more clarity needed’ (#66, 68, 74) |
| • Control | −0.03 | 0.16 | 2 | −0.05 | ‘pace of videos could be slower’ (#1, 31) |
| • Language | −0.01 | 0.11 | 1 | −0.01 | ‘instead of using same sentences in the slides, use your own language and explain’(#8) |
| • Text | 0 | 0 | 0 | 0 | – |
Summary of qualitative analysis and paraphrases of their responses for items A2 are presented here (For detailed comments see Additional file 4: Table S3). Numbers in the parenthesis indicate the serial number of students’ responses