How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos (Guo, Kim & Rubin, 2014)Īn excellent question that design teams and instructors of MOOCs want to know- w hich kinds of videos lead to the best student learning outcomes in a MOOC? According to a recent study conducted by researchers for the edX MOOC platform, this was the most pressing question posed by the course design teams working with its partner institutions. “Which kinds of videos lead to the best student learning outcomes in a MOOC?” Subsistence Marketplaces Simulation: Rural India. (2014). MOOC Design Tips: Maximizing the Value of the MOOC Video. How video production affects student engagement: An empirical study of MOOC videos. How MOOC video production affects student engagement. Increase Engagement: 7 tips to make a talking head video more compelling. However, any format can be effective with a carefully planned instructional strategy that aligns with the learning outcomes and expectations for the course. The approach was quite controversial as described by one of the course creators in eLearn Magazine. This approach was used in a Coursera MOOC “E-Learning and Digital Cultures”. Instead, content sources might include YouTube, TedTalks or even students. One is not using any video content produced by the institution or instructor. There are other formats to the five presented here. Screenshot features instructor in a weekly response video from “Configuring the World” MOOC on Coursera Students are encouraged to use Twitter as a back channel for questions and discussion. Google Hangout, with an interviewer and one or more experts. Alternatively, the interviewer can be the MOOC instructor interviewing an expert or guest with a unique perspective on the topic.Īnother variation I’ve seen used frequently is a live interview conducted via a video conferencing platform, e.g. In this MOOC graduate students interviewed the expert (the faculty member). The interviewer can be a non-expert as was the case in the “Saving our Schools” MOOC I completed recently on edX. This format is a variation of the traditional video lecture, except an interviewer poses questions to the subject-matter expert. This approach provides multiple perspectives on a topic, prompting students to analyze the topic from different viewpoints.Ģ. Screen shot of collection of podcast links to interviews with various experts sharing their definition of global competency. Podcasts are an excellent option for several reasons: 1) smaller file size for easier download, 2) the format uses less bandwidth when streaming and, 3) is a portable file format-allowing students to listen on the go. I chose this topic because the majority of xMOOCs I’ve experienced over the last two years do not reflect good practices for educational videos described in the latest research. Most xMOOCs rely upon the lecture video format, and though they have their place, there are several unique and creative format options that I want to share with readers.ġ. The focus of this post is on alternatives to the talking head. In the interviews, students cited faculty presence as a key factor related to their engagement and perceived learning from videos” “ One of the benefits video can offer is creating faculty presence in an online environment. A significant takeaway from this study-videos are an excellent format in online courses to establish instructor presence supporting a sense of connectedness for students. The School of Continuing Education at Columbia University examined video viewing patterns of students using analytics from their video hosting platform and qualitative data from student interviews ( Hibbert, 2014). There is also data on student video engagement in non-MOOC courses to consider. Video Viewing Patterns: A Non-MOOC Perspective Khan-style tablet drawing tutorials (screencasts) are more engaging than PowerPoint slides.Videos produced with a more personal feel could be more engaging than high-fidelity studio recordings.The optimal video length is six minutes or shorter.Thanks to a comprehensive study done via edX we have data on student engagement patterns with videos specific to MOOCs to draw upon (Guo, Kim & Rubin, 2014). Yet the effectiveness of lecture videos as a primary content source for online courses and MOOCs is difficult to determine. There’s great value in this format when used strategically and sparingly. The ‘talking head’ is usually the subject-matter expert delivering a lecture in his or her area of expertise. Most xMOOCs, and some for-credit online courses rely heavily upon what many refer to as the ‘talking head’ video format.
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