Systematic integration of instructional videos design principles focusing on MOOC videos: a comparative study between Chinese and other regions’ application

Abstract

At the core of MOOC, instructional video is the main channel for learners to acquire knowledge. Since the year of MOOC in 2012, research on the design principles of instructional video in MOOC have gradually increased. However, due to the massive empirical research results, the relevant conclusions of instructional video design principles are fragmented and not systematic. Therefore, this study aims to examine the relationship between instructional video design principles and teacher’s presence with PowerPoint (PPT) presentations, a medium most widely used in MOOC, The study also looks at how the integration framework can be used to analyze videos to Figure out the application status of instructional video design principles. More importantly, the researchers try to analyze and discuss differences between Chinese instructional videos and foreign ones by extracting the advantages that complement each other. Finally, feedback from different MOOC stakeholders concerning the importance of each design principles to explore the prospects of instructional video design from video users’ and video producers’ perspectives are examined. The results offer inspiration for MOOC instructional video optimization design, and provide some reference for the instructional video design of the videos combining teacher’s presence with PPT in the future.