Designing and Developing Videos for Online Learning: A Seven-Principle Model

Chaohua Ou,Ashok K Goel,David A Joyner

doi:10.24059/olj.v23i2.1449

Abstract

Despite the ubiquitous use of instructional videos in both formal and informal learning settings, questions remain largely unanswered on how to design and develop video lessons that are often used as the primary method for delivering instruction in online courses. In this study, we experimented with a model of seven principles drawn from instructional design theories for designing and developing video lessons for an online graduate course. Feedback was collected from students through surveys on their perceptions of the effectiveness of the video lessons and the overall course quality for eight semesters. This paper shares the instructors’ experience on the design and development of the video lessons as well as the survey findings. Implications of the findings for instructional design and future research are also discussed.

Highlights

Despite the ubiquitous use of instructional videos in both formal and informal learning settings, questions remain largely unanswered on how to design and develop video lessons that are often used as the primary method for delivering instruction in online courses
A total of 906 students responded to the question about what course elements they would like to see in other online courses
The results of this study indicate that the video lessons designed with the seven-principle model in the online Knowledge-Based Artificial Intelligence (KBAI) course were highly rated by students on the video lectures, the interactive exercises, the adaptive feedback from the intelligent tutors, and their overall value in helping students learn

Summary

Introduction

Despite the ubiquitous use of instructional videos in both formal and informal learning settings, questions remain largely unanswered on how to design and develop video lessons that are often used as the primary method for delivering instruction in online courses. Research-based principles for designing instructional videos to support learning (De Koning, Hoogerheide, & Boucheix, 2018; Hansch et al, 2015; Kay, 2012; Poquet et al, 2018). Many of the research studies on instructional video draw heavily on instructional design theories, such as the cognitive theory of multimedia learning (Mayer, 2009) and cognitive load theory (Sweller, 1988), as a general framework for design considerations (Fiorella & Mayer, 2018; Poquet et al, 2018). Researchers are urged to investigate novel principles for designing instructional video because the “traditional” principles identified do not necessarily suffice as technological advancement enables new design possibilities and instructional video is used in new educational contexts (De Koning et al, 2018)

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Results

Conclusion