{"id":2893,"date":"2014-08-13T13:57:29","date_gmt":"2014-08-13T13:57:29","guid":{"rendered":"http:\/\/impact.ucdsehd.net\/?p=2893"},"modified":"2014-08-13T13:57:29","modified_gmt":"2014-08-13T13:57:29","slug":"study-how-video-affects-online-student-engagement","status":"publish","type":"post","link":"https:\/\/sehd.ucdenver.edu\/impact\/2014\/08\/13\/study-how-video-affects-online-student-engagement\/","title":{"rendered":"Study: How video affects online student engagement"},"content":{"rendered":"

From a recent MIT study on edX video.<\/a>..<\/p>\n

Research Question:<\/strong> \u00a0How does video production affect student engagement in MOOCs?<\/p>\n

Primary Findings:<\/strong><\/p>\n

1. Shorter videos are much more engaging. Engagement drops sharply after 6 minutes.<\/strong><\/p>\n

Recommendation: Invest heavily in pre-production lesson planning to segment videos into chunks shorter than 6 minutes. This is the most significant recommendation!<\/p>\n

2. Videos that intersperse an instructor’s talking head with PowerPoint slides are more engaging than showing only slides.<\/strong><\/p>\n

Recommendation: Invest in post-production editing to display the instructor’s head at opportune times in the video. But don’t go overboard because sudden transitions can be jarring. Picture-in-picture might also work well.<\/p>\n

3. Videos produced with a more personal feel could be more engaging than high-fidelity studio recordings.<\/strong><\/p>\n

Recommendation: Try filming in an informal setting such as an office to emulate a one-on-one office hours experience. It might not be necessary to invest in big-budget studio productions.<\/p>\n

4. Khan-style tablet drawing tutorials are more engaging than PowerPoint slides or code screencasts.<\/strong><\/p>\n

Recommendation: Introduce motion and continuous visual flow into tutorials, along with extemporaneous speaking so that students can follow along with the instructor’s thought process.<\/p>\n

5. Even high-quality prerecorded classroom lectures are not as engaging when chopped up into short segments for a MOOC.<\/strong><\/p>\n

Recommendation: If instructors insist on recording traditional classroom lectures, they should still plan lectures with the MOOC format in mind and work closely with instructional designers who have experience in online education.<\/p>\n

6. Videos where instructors speak fairly fast and with high enthusiasm are more engaging.<\/strong><\/p>\n

Recommendation: Coach instructors to bring out their enthusiasm and reassure them that they do not need to purposely slow down. Students can always pause the video if they want a break.<\/p>\n

7. Students engage differently with lecture and tutorial videos.<\/p>\n

Recommendation: For lectures, focus more on the first-time watching experience. For tutorials, add more support for rewatching and skimming, such as inserting subgoal labels in large fonts throughout the video.<\/p>\n

 <\/p>\n

Full article:\u00a0http:\/\/pgbovine.net\/edX-video-production-research.htm\u00a0<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

From a recent MIT study on edX video… Research Question: \u00a0How does video production affect student engagement in MOOCs? Primary Findings: 1. Shorter videos are much more engaging. Engagement drops sharply after 6 minutes. Recommendation: Invest heavily in pre-production lesson planning to segment videos into chunks shorter than 6 minutes. This is the most significant […]<\/p>\n","protected":false},"author":75,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[151,210,226],"class_list":["post-2893","post","type-post","status-publish","format-standard","hentry","category-news","tag-online","tag-technology","tag-videos"],"_links":{"self":[{"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/posts\/2893","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/users\/75"}],"replies":[{"embeddable":true,"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/comments?post=2893"}],"version-history":[{"count":0,"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/posts\/2893\/revisions"}],"wp:attachment":[{"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/media?parent=2893"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/categories?post=2893"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sehd.ucdenver.edu\/impact\/wp-json\/wp\/v2\/tags?post=2893"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}