The role of socio-economic disparities in varying the viewing behavior of e-learners

Blended learning is the notion of integrating digital technologies and online based learning in classical face-to-face classrooms. Video lectures play an essential role in this learning paradigm. In this study, we investigate the impact of socio-economic differences in the viewing behavior of e-learners. Our work looks at e-learners' preferences of the devices they use to access the online learning material. Specifically, we published two versions of video lectures on two YouTube channels. The online material was produced by recording a real face-to-face class context at the Arab Open University. The Arab Open University has five faculties and eight branches along eight countries in the Middle East region. All faculties and branches adopt a blended learning curriculum. The video recorded material belongs to a first level course offered to students at the Faculty of Computer Studies. The first version of the online lectures comprised 7 videos and is, hence, called long-run version. The second version, termed as short-run version, consisted of 28 video lectures. Video contents are identical in both versions. We found that though the videos were available to students from all the eight branches. However, they were increasingly accessed mainly by students from Saudi Arabia and Kuwait. Moreover, though the students had several device possibilities to access the online learning material. Yet, they did so mainly through desktop computers. These results imply that students do access the online video lectures strategically for learning purposes, especially during the exams reviewing period and that technology is used whenever available to enhance the supporting elements in the blended learning paradigm.