Using Learner Reviews to Inform Instructional Video Design in MOOCs
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 cou...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-04-01
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| Series: | Behavioral Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-328X/13/4/330 |
| _version_ | 1797606328147902464 |
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| author | Ruiqi Deng Yifan Gao |
| author_facet | Ruiqi Deng Yifan Gao |
| author_sort | Ruiqi Deng |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-11T05:13:39Z |
| format | Article |
| id | doaj.art-095d5f1a036948a78093e90c9e1453fe |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-11T05:13:39Z |
| publishDate | 2023-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-095d5f1a036948a78093e90c9e1453fe2023-11-17T18:21:14ZengMDPI AGBehavioral Sciences2076-328X2023-04-0113433010.3390/bs13040330Using Learner Reviews to Inform Instructional Video Design in MOOCsRuiqi Deng0Yifan Gao1Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 311121, ChinaCollege of Civil Engineering and Architecture, Zhejiang University, Hangzhou 310058, ChinaVideos 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.https://www.mdpi.com/2076-328X/13/4/330MOOCsvideosvideo-based learninglearning resourcescourse reviews |
| spellingShingle | Ruiqi Deng Yifan Gao Using Learner Reviews to Inform Instructional Video Design in MOOCs Behavioral Sciences MOOCs videos video-based learning learning resources course reviews |
| title | Using Learner Reviews to Inform Instructional Video Design in MOOCs |
| title_full | Using Learner Reviews to Inform Instructional Video Design in MOOCs |
| title_fullStr | Using Learner Reviews to Inform Instructional Video Design in MOOCs |
| title_full_unstemmed | Using Learner Reviews to Inform Instructional Video Design in MOOCs |
| title_short | Using Learner Reviews to Inform Instructional Video Design in MOOCs |
| title_sort | using learner reviews to inform instructional video design in moocs |
| topic | MOOCs videos video-based learning learning resources course reviews |
| url | https://www.mdpi.com/2076-328X/13/4/330 |
| work_keys_str_mv | AT ruiqideng usinglearnerreviewstoinforminstructionalvideodesigninmoocs AT yifangao usinglearnerreviewstoinforminstructionalvideodesigninmoocs |