Video design principles for video-making and learner engagement with videos in a MOOC

Introduction Video is a common medium used to deliver learning content in Massive Open Online Courses (MOOCs). Research on video in MOOCs has mainly explored usage from a learning analytics perspective, focusing on learner viewing patterns, different pedagogical video styles, and learner engagement. A few studies in the literature have proposed video design principles. Still, these focus on enhancing standalone videos rather than providing a framework that explains and guides their role within the broader pedagogical context of MOOCs. Methods A practice-based interpretive research design with a mixed-methods approach was applied to analyze the design work of video-making in a MOOC that explored how teachers can integrate digital technologies into their classroom practices. The analysis focused on the design work involved in producing and positioning videos within the overall course structure. Learner engagement with the videos was also analyzed using aggregated video completion-rate data from two course runs. Results The study proposes six video design principles for practitioners to use in the video-making process in MOOCs and how these can be aligned and positioned with a MOOC platform's pedagogical orientation. Discussion Although effort was invested in designing and producing the videos, the completion-rate data did not show consistently high learner engagement. The finding indicates a contradiction between intended learning design and learners' actual video use, indicating that learners can be more selective in how they use videos in MOOCs.