Programação
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Videos are a widely-used kind of resource for online learning. This paper uses data from 6.9 million video watching sessions across four courses on the edX MOOC platform. We measure engagement and whether they attempt to answer post-video assessment problems.
Our main findings are that shorter videos are much more engaging, that informal talking-head videos are more engaging, that Khan-style tablet drawings are more engaging, that even high-quality pre-recorded classroom lectures might not make for engaging online videos, and that students engage differently with lecture and tutorial videos. We developed a set of recommendations to help instructors and video producers take better advantage of the online video format.
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This report investigates the following research questions:
● How is video being designed, produced, and used in online learning contexts, looking specifically at pedagogy and cost?
● What are the benefits and limitations of standardizing the video production process?
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MOOCs are not terribly cheap for the colleges and partner platforms producing them. Building a MOOC ist trickywork. It involves writing lecture scripts, rethinking course structure, creating a slew of multiple choice quizzes adapting grading software, filming lectures and (sometimes) discussion groups, editing footage, and building a course page. Once the course goes live online, someone has to pay for chat feed monitors, glitch repair, and a squad of tutors and administrators. All this for a product that’s supposed to resemble a frozen dinner: pre-packaged, simple to prepare, and consumed in front of a screen.