Using Learner Reviews to Inform Instructional Video Design in MOOCs

Abstract

Videos are arguably the most important and frequently used instructional resource in massive open online courses (MOOCs). Recent research has explored learners’ perceptions and preferences regarding MOOC instructional videos. However, these studies are often limited to a small number of specific courses, and few grounded theory studies have been undertaken to investigate this topic. In the present study, a multiple-coder research methodology was adopted to analyze 4534 learner reviews of MOOCs in 14 categories. The study aimed to identify key characteristics associated with learners’ favorable perceptions of MOOC videos, types of supplemental or in-video resources learners perceive helpful to support MOOC video use, and video production features learners value. Results revealed that (a) “organized”, “detailed”, “comprehensible”, “interesting”, and “practical” were the top five important characteristics associated with learners’ favorable perceptions of MOOC videos; (b) learners perceived “presentation slides”, “reading materials”, “post-video assessments”, “embedded questions”, and “case studies” as helpful resources to support their utilization of MOOC videos; and (c) learners found “duration” a more salient production feature than “editing”, “resolution”, “subtitles”, “music”, or “voice”. The findings present implications for MOOC video design and foundations for future research avenues.

Developing Supplemental Instructional Videos for Construction Management Education

“…In the fast-moving and constantly shifting pedagogical and technological environments, existing sets of bestpractice guidelines must be routinely checked for relevance and updated. For instance, in the short time since this case study was conducted, a number of other papers have been published on video design (e.g., [48][49][50][51][52]). This new literature may have implications for the design and development of future SIVs.…”