[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591684-105":59,"doc-detail-591684-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","what-drives-the-viewership-of-an-online-video-lecture-course-a-case-study","What Drives the Viewership of an Online Video-Lecture Course? - A Case Study","","This article analyzes the viewing dynamics behind 18 freely available five-minute video lectures created for a business dynamics course. Over five years, the videos received 2,740 views across 80 countries. Quantitative evidence was gathered from eighteen Google Analytics reports and the course log. Systems analysis identified three key drivers: instructor promotion enabling direct student access, amplification through YouTube and search-engine algorithms, and increased exposure via sharing and website embedding.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-drives-the-viewership-of-an-online-video-lecture-course-a-case-study/591684/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-drives-the-viewership-of-an-online-video-lecture-course-a-case-study/591684.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How much data was collected to study the video viewership?","Question",{"text":112,"@type":113},"The study analyzed view behavior from 18 Google Analytics reports and course logs, covering 18 five-minute videos.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What primary factors increased the videos’ viewership according to the article?",{"text":117,"@type":113},"The article identifies instructor promotion, algorithmic stimulation after posting on YouTube, and user actions like sharing on social networks and embedding on personal websites.",{"name":119,"@type":110,"acceptedAnswer":120},"Where were the videos made available and who accessed them?",{"text":121,"@type":113},"The videos were posted on the course companion webpage and on a YouTube channel; access came from many countries worldwide, totaling 80 countries in five years.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591684,1792190229,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Anatolian Journal of Education e-ISSN: 2547-9652􀁺 [www.e-aje.net](www.e-aje.net)  \nWhat Drives the Viewership of an Online Video-lecture Course? A Case Study  \nJoão Alberto Arantes do Amaral**  \nFederal University of Sã[o Paulo jarantes@alum.mit.edu](o Paulo jarantes@alum.mit.edu)  \nAurélio Hess  \n[Oswaldo Cruz University hessaurelio@gmail.com](Oswaldo Cruz University hessaurelio@gmail.com)  \nAbstract  \nIn this article, we discuss the dynamics that led to viewing of 18 five-minute videos, created as part of a business dynamics course and made freely available on Internet. Over a period of five years, the videos were watched 2,740 times in 80 countries. The goal of our research was to understand what dynamics drove the viewership. We collected quantitative data from eighteen Google Analytics reports and from professor’s courses log, and made a systems analysis of it. We reached the following conclusions:1) The professor’s actions to promote the course enabled direct access on the part of the students; it also led to wider viewership as a result of being picked up by search engines that made the videos available to a wider audience. 2) Once the videos were posted on Youtube, Youtube and search engine algorithms stimulated increased viewership.3) Internet users’ actions such as sharing the videos on social networks and embedding the videos on personal websites also stimulated the the number of views.  \nKey words: Systems analysis, videos’ viewership, self-study course, video-lectures, searchengines dynamics  \n* If the article has been presented at any seminar or conference, the name of the conference, the institution where it has been presented and the date of the presentation needs to be mentioned.  \n**Corresponding author.  \n22 What Drives The Viewership Of An Online Video-Lecture Course? A Case Study  \nIntroduction  \nIn October 2012, the first author was invited to teach a five-hour lecture on business dynamics in Sao Paulo, Brazil. Students were part of an international Master of Science Program in Business Management. This course was a result of a partnership between the Mauá Institute of Technology of Brazil and Steinbeis University in Germany.  \nThe students were all Germans: they took the majority of the master’s course modules in Germany. One of the modules was taught in Brazil by Brazilian professors of the Mauá Institute of Technology. The module was designed to provide the students with an international experience, exposing them to Brazilian business environment and culture.  \nThe business dynamics lecture was part of the module taught in Brazil. The lecture aimed to present the students the main concepts of system dynamics and give them practical examples of application of these concepts in business. Before the lecture, the professor (the first author) created a booklet of exercises to be used during the lecture, along with a companion webpage.  \nThe lecture was given in English to 30 students during the course of one afternoon. At the beginning of the lecture each student received a kit with the booklet and pens. During the lecture, the professor followed a problem-based learning approach. For each concept presented in class, he challenged the students to perform small exercises (sometimes individually, sometimes in groups), solving problems proposed in the booklet. The lecture was intense and demanding: the students were exposed to a variety of concepts in a short period of time.  \nAfter the lecture, the professor posted 18 short videos that summarized the key concepts taught in the course on the course´s companion webpage (Figure 1) . He titled these the System Dynamics Self-Study Course. (thereafter SDSSC) . The webpage was made freely available on the Internet; anyone could reach it using searching engines. Each video was approximately five minutes long. The videos were also posted on a Youtube educational video channel created by the professor.  \nAmaral & Hess 23  \nFigure 1. The course webpage  \nThe professor s","cbCaiq9lC0VjKvIh","https://ap.wps.com/l/cbCaiq9lC0VjKvIh","pdf",678013,13,"English","# Introduction\n# Theoretical Review","[{\"question\":\"How much data was collected to study the video viewership?\",\"answer\":\"The study analyzed view behavior from 18 Google Analytics reports and course logs, covering 18 five-minute videos.\"},{\"question\":\"What primary factors increased the videos’ viewership according to the article?\",\"answer\":\"The article identifies instructor promotion, algorithmic stimulation after posting on YouTube, and user actions like sharing on social networks and embedding on personal websites.\"},{\"question\":\"Where were the videos made available and who accessed them?\",\"answer\":\"The videos were posted on the course companion webpage and on a YouTube channel; access came from many countries worldwide, totaling 80 countries in five years.\"}]","What Drives the Viewership of an Online Video-Lecture Course? - A Case Study | PDF",1792072986,33]