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MOOC Videos in the Age of Streaming: Learner Preferences and Perceptions.

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Bibliographic Details
Title: MOOC Videos in the Age of Streaming: Learner Preferences and Perceptions.
Authors: Hughes, Christopher1
Source: Online Learning. Jun2026, Vol. 30 Issue 2, p560-580. 21p.
Subject Terms: *Massive open online courses, *Digital learning, *Educational technology, *Online education, *Educational films, *Cognitive styles, Digital technology, Participation
People: Castle, Juliet
Abstract: Massive Open Online Courses (MOOCs) have become a significant medium for global education, with video lectures (MVLs) serving as a cornerstone of content delivery. This study investigates how learners perceive affect, cognition, and social cues in MVLs, analyzing 2,239 learner-generated reviews (student evaluations) across 25 courses using a qualitative approach. The findings emphasize the lecturer’s role as both an educator and performer, highlighting their capacity to inspire and engage through charisma, humor, and clarity. Learners also approach MVLs in a want-to-learn streaming culture, blending educational motivation with entertainment like consumption patterns. Social presence, achieved through conversational tones and nonverbal cues, fosters a sense of connection, while shorter, high-quality videos enhance cognitive engagement. These insights are contextualized within the CASTLE framework, offering practical recommendations for MOOC design and theoretical contributions to understanding digital learning environments. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Massive Open Online Courses (MOOCs) have become a significant medium for global education, with video lectures (MVLs) serving as a cornerstone of content delivery. This study investigates how learners perceive affect, cognition, and social cues in MVLs, analyzing 2,239 learner-generated reviews (student evaluations) across 25 courses using a qualitative approach. The findings emphasize the lecturer’s role as both an educator and performer, highlighting their capacity to inspire and engage through charisma, humor, and clarity. Learners also approach MVLs in a want-to-learn streaming culture, blending educational motivation with entertainment like consumption patterns. Social presence, achieved through conversational tones and nonverbal cues, fosters a sense of connection, while shorter, high-quality videos enhance cognitive engagement. These insights are contextualized within the CASTLE framework, offering practical recommendations for MOOC design and theoretical contributions to understanding digital learning environments. [ABSTRACT FROM AUTHOR]
ISSN:24725749
DOI:10.24059/olj.v30i2.4886