Education and Information Technologies

, Volume 20, Issue 1, pp 161–181

Comparing student and expert-based tagging of recorded lectures


DOI: 10.1007/s10639-013-9271-y

Cite this article as:
Gorissen, P., van Bruggen, J. & Jochems, W. Educ Inf Technol (2015) 20: 161. doi:10.1007/s10639-013-9271-y


In this paper we analyse the way students tag recorded lectures. We compare their tagging strategy and the tags that they create with tagging done by an expert. We look at the quality of the tags students add, and we introduce a method of measuring how similar the tags are, using vector space modelling and cosine similarity. We show that the quality of tagging by students is high enough to be useful. We also show that there is no generic vocabulary gap between the expert and the students. Our study shows no statistically significant correlation between the tag similarity and the indicated interest in the course, the perceived importance of the course, the number of lectures attended, the indicated difficulty of the course, the number of recorded lectures viewed, the indicated ease of finding the needed parts of a recorded lecture, or the number of tags used by the student.


Tagging Recorded lectures Cosine similarity Vector space modelling 

Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  • Pierre Gorissen
    • 1
  • Jan van Bruggen
    • 2
  • Wim Jochems
    • 3
  1. 1.Fontys University of Applied SciencesEindhovenThe Netherlands
  2. 2.Open University of the NetherlandsHeerlenThe Netherlands
  3. 3.Eindhoven University of TechnologyEindhovenThe Netherlands

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