MOOC Videos in the Age of Streaming: Learners’ Preferences and Perceptions

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 reviews 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 non-verbal 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.