Video-Based Learning Research
Looking at MOOCs Rapid Growth Through the Lens of Video-Based Learning Research http://dx.doi.org/10.3991/ijet.v9i1.3349
Michail N. Giannakos, Letizia Jaccheri and John Krogstie
Norwegian University of Science and Technology (NTNU), Trondheim, Norway
Abstract—Video learning is becoming an increasingly important part of contemporary education. In the decade there has been an increase of many and diverse forms of research efforts on video learning. This paper focuses on the video learning research of the last years based on 166 peer reviewed published academic papers. A categorization is then derived from these papers, delineating some basic characteristics of video learning. The taxonomy attempts to look at MOOCs rapid growth through the lens of video based learning research. We also provide some directions for future research related to the use of video learning.
A comprehensive search of key educational and technology journals (similar to prior studies e.g., [7, 8]), was completed based on a wide range of key terms including educational videos, learning videos, video lectures, webinars, (video) podcasts, video streaming, webcasts, web-videos and videocasts. After the search process, two researchers presented their results and proposed characteristics for categorizing these studies. They discussed both the papers and the categorization pillars and they conclude into the following five:
- Portability: How portable is the video learning system?
- Synchronization: Is there any learner-tutor communication?
- Interactivity: Is the system interactive?
- Type of use: what is the type of video learning use, e.g., main or supplementary learning material?
- Context of use: In what context the video learning is performed e.g., formal, informal? (Video based MOOCs have also been formalized and are able to give degrees. However, it is important to stress that cMOOCs are more informal and can be characterized as an open and distributed knowledge pool which can be used for flexible and ubiquitous learning)
Considering the large amount of research on video learning, future studies and developments on MOOCs can be benefited as MOOCs are mainly video based platforms.
These findings could be good references for those who plan to contribute to the video learning studies and the emerging area of MOOCs.
In other words, if we are trying to analyze video-watching learning records for insights to improve our learning or content design, those researches might be helpful references. For example, do you consider the categorization method, the contextual information of learning experiences, when analyzing your video-based learning?