Insights into Online Video Learning: A Comprehensive Analysis of Student Learning Behaviors

In the backdrop of the educational changes brought about by the COVID-19 pandemic, online self-regulated learning and remote distance teaching have become increasingly significant. Understanding online video learning behaviors is now essential for educators as self-regulated learning takes center stage. This study focuses on assessing self-regulated learning using an online video learning platform within a university. The platform elaborately records students’ time spent and actions while watching videos, categorizing these actions into eight learning behaviors: (1) learning, (2) reviewing, (3) cognitive processing, (4) concentration, (5) resting, (6) laziness, (7) skipping video content, and (8) fast-forwarding. The study explores how these behaviors influence the effectiveness of online video learning. Existing literature emphasizes cognitive processing and concentration as crucial indicators in learning. However, the relationship between these critical indicators and learning behaviors remains unclear. This study aims to fill this gap by investigating causal connections and exploring whether cognitive processing and concentration mediate these relationships. The findings contribute to shaping educational practices in the digital era.