Criteria for Video Engagement in a Biology MOOC

Thornton, Sera; Riley, Ceri; Wiltrout, Mary Ellen

doi:10.1145/3051457.3054007

Cited by 11 publications

(11 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, the relationship between video length and learner engagement is a popular topic because of the heavy reliance on multimedia in many MOOCs. In one study, researchers recommend that videos should be less than six minutes to maximize engagement (Guo, Kim, and Rubin 2014), however, our own research indicates that video length is not a significant determinant in engagement in another one of our biology MOOCs (Thornton, Riley, and Wiltrout 2017). This exemplifies the need to test different strategies, collect learner data, and make evidence-based design decisions relevant to each course.…”

Section: Discussionmentioning

confidence: 89%

“…Students may prefer the professor writing on a board over presenting slides because the method is more interactive, the pace of the presentation is more accessible, and the information is streamlined (Brandl, Schneid, and Armour 2015). There is also evidence that unscripted lectures may be more engaging to learners than scripted deliveries (Thornton, Riley, and Wiltrout 2017). This method of multimedia content delivery meets the principles of multimedia learning that promote generative processing (personalization, voice, and embodiment) as well as some that maintain essential processing (modality and segmenting) (Clark and Mayer 2016;Mayer 2017).…”

Section: Multimedia Contentmentioning

confidence: 85%

See 1 more Smart Citation

A Case Study in Applying the Learning Sciences to MOOC Design

Gordon¹,

Wiltrout²

2019

Preprint

Self Cite

View full text Add to dashboard Cite

Evidence-based practices grounded in the learning sciences provide an opportunity for improved learning experiences in traditional in-person, as well as in hybrid and online environments. We advocate specifically that large-scale, online learning experiences can benefit from applications of the learning sciences. To that end, we participate in establishing a standard of practice in the development and design of Massive Open Online Courses (MOOCs). We present a description of how and why we use specific evidence-based learning science practices in a biochemistry MOOC with the intention to contribute to the discussion about the quality of online learning experiences, and lower the barrier for other practitioners seeking a scientific approach to course design. We believe that the application of evidence-based practices can make online learning experiences more rigorous and effective, and practitioners should optimize the use of these strategies through clever tests in specific contexts.Applying Learning Sciences to MOOC Design instructional design approach (Honebein and Sink 2012; Yanchar and Gabbitas 2011) to learning engineering, where we draw upon practices rooted in behaviorism, cognitivism, social learning, and constructivism, to address the challenges of online learning at scale.Here we document practices supported by the learning sciences that we readily implement in an online learning environment to contribute to conversations in the community of practice about evidence-based approaches to MOOC design. We hope these conversations lower the barrier for other developers of online and hybrid experiences to apply these methods. We found the following practices both robust from a theoretical standpoint, and practical in terms of application in our course design. We outline the evidence-based practices applied to course assets organized by function (pre-instruction, multimedia content, formative assessment, supporting resources, and summative assessment). However it is worth noting that many of the practices overlap in their usage (Figure 1). This article is an exposition on why and how to use the learning sciences in a specific context as a model for others, while highlighting a few strategies, and not an exhaustive review of these practices.

show abstract

Section: Discussionmentioning

confidence: 89%

Section: Multimedia Contentmentioning

confidence: 85%

A Case Study in Applying the Learning Sciences to MOOC Design

Gordon¹,

Wiltrout²

2019

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

“…For example, the relationship between video length and learner engagement is a popular topic because of the heavy reliance on multimedia in many MOOCs. In one study, researchers recommend that videos should be <6 min to maximize engagement (Guo et al, 2014), however, our own research indicates that video length is not a significant determinant in engagement in another one of our biology MOOCs (Thornton et al, 2017). This exemplifies the need to test different strategies, collect learner data, and make evidence-based design decisions informed by implementation research that are relevant to each course.…”

Section: Discussionmentioning

confidence: 93%

“…Students may prefer the professor writing on a board over presenting slides because the method is more interactive, the pace of the presentation is more accessible, and the information is streamlined (Armour et al, 2016). There is also evidence that unscripted lectures may be more engaging to learners than scripted deliveries (Thornton et al, 2017). This method of multimedia content delivery meets the principles of multimedia learning that promote generative processing (personalization, voice, and embodiment) as well as some that maintain essential processing (modality and segmenting) (Clark and Mayer, 2016;Mayer, 2017).…”

Section: Multimedia Contentmentioning

confidence: 99%

A Framework for Applying the Learning Sciences to MOOC Design

Gordon

Wiltrout

2021

Front. Educ.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Pace-related: automatic pauses, pauses controlled by the learner, type of pauses, fast pace. Interactive features [11, 15, 20, 33, 34, 41, 46, 47, 51, 53, 56, 62, 82, 84, 91, 100, 106, 110, 113, 114, 118-120, 125, 129, 130, 132, 142, 149-151, 154, 157, 162, 172, 175, 178, 188, 199, 208, 210, 217, 222, 234, 238, 240, 247-250, 259, 277] Quizzes embedded in the video, virtual reality and 360-degree characteristics, in-video annotations, feedback to the learner, games, hyperlinks, interface elements for navigation Production style [6,30,42,45,49,55,56,87,88,93,94,136,140,180,181,190,191,197,207,212,214,223,224,229,230,236] Khan-style, with a talking head, dialogue-style or monologue-style, slide-based, with animations, paper-based explanations, classroom-style videos, Instructional design and principles [5,58,60,75,95,101,135,140,141,169,185,212,226,241,246,...…”

Section: Audio Featuresmentioning

confidence: 99%

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

Navarrete¹,

Nehring²,

Schanze³

et al. 2023

Preprint

View full text Add to dashboard Cite

People increasingly use videos on the Web as a source for learning, be it for daily tasks or in formal as well as informal educational settings. To support this way of learning, researchers and developers are continuously developing tools, proposing guidelines, analyzing data, and conducting experiments. However, it is still not clear what characteristics a video should have to be an effective learning medium. In this paper, we present a comprehensive review of 257 articles on video-based learning from computer science databases for the period from 2016 to 2021 using the PRISMA guidelines. One of the aims of the review is to identify the video characteristics that have been explored by previous work. Based on our analysis, we suggest a taxonomy which organizes the video characteristics and contextual aspects into eight categories: (1) audio features, (2) visual features, (3) textual features, (4) instructor behavior, (5) learners' activities, (6) interactive features (quizzes, etc.), (7) production style, and (8) instructional design. Also, we identify four representative research directions: (1) proposals of tools to support video-based learning, (2) studies with controlled experiments, (3) data analysis studies, and (4) proposals of design guidelines for learning videos. We find that the most explored characteristics are textual features followed by visual features, learner's activities, and interactive features. Text of transcripts, video frames, and images (figures and illustrations) are most frequently used by tools that support learning through videos. The learner's activity is heavily explored through log files in data analysis studies, and interactive features have been frequently scrutinized in controlled experiments. We complement our review by contrasting research findings that investigate the impact of video characteristics on the learning effectiveness, report on tasks and technologies used to develop tools that support learning, and summarize trends in the development of design guidelines to produce learning videos.

show abstract

Criteria for Video Engagement in a Biology MOOC

Cited by 11 publications

References 6 publications

A Case Study in Applying the Learning Sciences to MOOC Design

A Case Study in Applying the Learning Sciences to MOOC Design

A Framework for Applying the Learning Sciences to MOOC Design

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

Contact Info

Product

Resources

About