35
Association of Research Libraries
Research Library Issues 290 2017
the average viewing length. The logs revealed that the videos were
viewed 701 times excluding views by the instructors, with an average
length of 1–3 minutes. Of the 701 views, 220 show no time for the
duration watched, which we surmise means that someone clicked on
the link and then immediately closed it. There were 481 views that
recorded time watched, with various lengths—from 1.2 seconds to the
full length. We are still not sure what to count as legitimate “views.”
To put the numbers in perspective, the overall number of the students
enrolled in the classes was around 150. One class had 100, the other
had 50 students. The number of unique users for each video varied
between 89–100 for the larger class and 26–43 for the smaller
class. The two videos that were available for both classes (“Getting
Access to Library Resources” and “How Do I Find High-Quality Lab
Videos”) were accessed by 74 and 43 unique users respectively.
A mid-term survey was administered to the students enrolled. When
asked if the videos helped them complete the assignments, 79%
replied yes.
The free-text comments varied from positive to critical. An example of
a positive comment is: “I think your presentation is very good—and that
is part of why I like it so much. The other part is that many professors
expect you to know how to do research often without really teaching
you.” The critical comments focused on the content, not the form:
“I found it to be poor advice to stick to PubMed and Web of Science
compared to Google Scholar. Their main criticisms of Google Scholar
actually have solutions on the GS page, they just didn’t go over that.”
The librarians who produced the content and were featured in the
videos received some unsolicited feedback, which was overwhelmingly
positive, as this one illustrates:
I just wanted to drop you a quick line and say that I found some of
the Panopto videos that you made very useful and informative. I am
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