Effect of video styles on learner engagement in MOOCs

被引：1
|
作者：
Deng, Ruiqi [1 ,2 ]
机构：
[1] Hangzhou Normal Univ, Jing Hengyi Sch Educ, Hangzhou, Peoples R China
[2] Hangzhou Normal Univ, Chinese Educ Modernizat Res Inst, Zhejiang Prov Key Think Tank, Hangzhou, Peoples R China
来源：
TECHNOLOGY PEDAGOGY AND EDUCATION | 2024年 / 33卷 / 01期
关键词：
Massive open online courses; video lectures; instructional videos; engagement; MOOC learners; INSTRUCTOR PRESENCE; SATISFACTION; PERFORMANCE; LECTURES; OUTCOMES; DESIGN;
D O I：
10.1080/1475939X.2023.2246981
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Video lectures in massive open online courses (MOOCs) provide an opportunity to not only deliver instructional content but also engage learners. While there are many different styles of video lectures, it is not clear how video styles affect learner engagement. This study analysed and critiqued different typologies of video styles and classified MOOC video styles on a speaker-centric to media-centric spectrum. A total of 1372 survey responses were used for data analysis. The findings indicated that the 'media-centric' and 'balanced' video styles enhanced learner engagement to varying degrees in MOOCs of different study areas. In contrast, the 'speaker-centric' video style offered no advantages for promoting engagement in any MOOC study area. Effect sizes ranged from .03 to .07, indicating that video styles had a small to medium effect on engagement. These findings can provide new insights into the design of video lectures for different study areas in MOOCs.
引用
收藏
页码：1 / 21
页数：21
相关论文
共 50 条
  • [41] E-book user modelling through learning analytics: the case of learner engagement and reading styles
    Boticki, Ivica
    Akcapinar, Gokhan
    Ogata, Hiroaki
    INTERACTIVE LEARNING ENVIRONMENTS, 2019, 27 (5-6) : 754 - 765
  • [42] EFFECT OF 3 ADULT INTERACTION STYLES ON INFANT ENGAGEMENT
    LUSSIER, BJ
    CRIMMINS, DB
    ALBERTI, D
    JOURNAL OF EARLY INTERVENTION, 1994, 18 (01) : 12 - 24
  • [43] Using Network-Text Analysis to Characterise Learner Engagement in Active Video Watching
    Hecking, Tobias
    Dimitrova, Vania
    Mitrovic, Antonija
    Hoppe, H. Ulrich
    25TH INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION (ICCE 2017): TECHNOLOGY AND INNOVATION: COMPUTER-BASED EDUCATIONAL SYSTEMS FOR THE 21ST CENTURY, 2017, : 326 - 335
  • [44] THE EFFECT OF LEARNER CHOICE ON L2 TASK ENGAGEMENT
    Nakamura, Sachiko
    Phung, Linh
    Reinders, Hayo
    STUDIES IN SECOND LANGUAGE ACQUISITION, 2021, 43 (02) : 428 - 441
  • [45] Effect of interaction strategy instruction on learner engagement in peer interaction
    Phung Dao
    SYSTEM, 2020, 91
  • [46] An Approach for the Identification and Tracking of Learning Styles in MOOCs
    Hmedna, Brahim
    El Mezouary, Ali
    Baz, Omar
    EUROPE AND MENA COOPERATION ADVANCES IN INFORMATION AND COMMUNICATION TECHNOLOGIES, 2017, 520 : 125 - 134
  • [47] Beyond Motivation: The Critical Role of Learner Interaction in MOOCs
    Jung, Eulho
    Samuel, Anita
    Ma, Tinglan
    AMERICAN JOURNAL OF DISTANCE EDUCATION, 2025,
  • [48] Designing MOOCs for the Support of Multiple Learning Styles
    Gruenewald, Franka
    Meinel, Christoph
    Totschnig, Michael
    Willems, Christian
    SCALING UP LEARNING FOR SUSTAINED IMPACT, 2013, 8095 : 371 - 382
  • [49] OPTIMIZING THE VIDEO EXPERIENCE IN MOOCS
    Renz, Jan
    Bauer, Matthias
    Malchow, Martin
    Staubitz, Thomas
    Meinel, Christoph
    EDULEARN15: 7TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES, 2015, : 5150 - 5158
  • [50] A Comparison of Learner Intent and Behaviour in Live and Archived MOOCs
    Campbell, Jennifer
    Gibbs, Alison
    Najafi, Hedieh
    Severinski, Cody
    INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING, 2014, 15 (05): : 235 - 262
12345