# Design and Effectiveness of Video Interview in a MOOC

Halvdan Haugsbakken

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Halvdan Haugsbakken. Design and Effectiveness of Video Interview in a MOOC. IFIP World Conference on Computers in Education (WCCE), Aug 2022, Hiroshima, Japan. pp.286-297, 10.1007/978-3-031-43393-1_26. hal-05533322

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# Design and Effectiveness of Video Interview in a MOOC

Halvdan Haugsbakken(✉) ID

Østfold University College, B R A Veien 4, 1757 Halden, Norway
Halvdan.Haugsbakken@hiof.no

**Abstract.** Video is just one of several modalities used in online courses to create digital learning experiences for learners. On the other hand, the development, design, and use of videos in Massive Open Online Courses (MOOCs) are poorly understood, a matter that is reflected in current research. For example, research on the use of videos is primarily approached from a learning analytic perspective which means mapping of user patterns and video performance. In fact, we find few studies that outline the design work and the use of different video genres in MOOCs. That said, the goal of this paper, is therefore to explore the learning design process and the effectiveness of a particular video genre that is seldom studied in online courses, video interview. To examine this matter, the paper explores the learning design process of using video interview and how it performed in a MOOC by analyzing click stream data. The study found that video interview can have a high view completion rate among learners.

**Keywords:** MOOC · video · interview · learning design

## 1 Introduction

We can define genre as a type of communication of socially-agreed-upon conventions [1]. In Massive Open Online Courses (MOOCs), which can be defined as an open-access online course (i.e., without specific participation restrictions) that allows for unlimited (massive) participation [2], a common video genre is *talking head* videos. They are characterized by that an educator talks directly into the camera, representing a lecture-centric pedagogy where information is transferred through explanation.

In contrast, video-based learning is an unexplored terrain and represents many possibilities which we have yet to explore in full detail. Maybe, one of these can be found in the affordances of the structured conversation, *the interview*. An interview can loosely be defined as a structured conversation between two or several persons where one participant, the interviewer, asks questions, while the other participant, the interviewee, provides answers. Also, an interview is usually associated with knowledge transfer. On the other end, the interview has other affordances; it can be used for reflection and spark learning which in turn can generate knowledge [3]. For example, two or more persons can engage into an unstructured conversation and exchange opinions and learn from
each other. Thus, the interview can be embedded into the pedagogy of an online learning
design and facilitate for learning.

That said, the goal of this paper is therefore to conceptualize how the interview can be used as part of a learning design in a MOOC. To capture its affordance, the paper conceives a particular video genre, *video interview*, and analyzes how it was designed and used by learners in a MOOC that ran on the course platform FutureLearn. In the MOOC, the learners engaged with a story arch about a female teacher who used digital technologies in her classroom practice. To engage the learners, non-interactive video interviews with the teacher were made and embedded into the course structure as a means to establish a connection between the course material and the learner. In the video interviews, the teacher explained and reflected upon the challenges in changing to a technology-rich classroom practice.

To construct an analysis, the paper breaks down the above matter and asks the
following research questions (RQs):

* RQ1: How can video interviews be conceptualized in a learning design?

* RQ2: What is the performance of video interviews in a MOOC?

To answer the RQs, the paper provides an analysis over three parts. The first part outlines relevant research. The second part accounts for the data analysis. This section describes how video interview can be conceptualized and employed in the overall course design in a MOOC. In addition, by analyzing clickstream data from two course runs, the effectiveness of this particular video genre is considered. The third part discusses and concludes the analysis.

2 Relevant Research on Use of Videos in MOOCs

In general, researchers approach use of videos in MOOCs from at least two research perspectives. First, a research stream measures video performance and *map user patterns* and *learner engagement*. Guo et al. [4] found that various videos styles provide different outcome on perceived use. Based on a data sample of 6.9 million video sessions, it was established that short videos and videos with instructor involvement were more accepted than traditional formats used in video lecturing. Mamgain et al. [5] did a survey where they asked about various video features embedded in Coursera and edX. The study showed that learners preferred short videos over in-built video-quiz features. Other studies also establish that learners watch videos at fast speed as scholars now possess exact data on where learners stop watching, a topic examined in a study by Kim et al. [6]. Click-level interaction (playing, pausing, and quitting patterns) were analyzed and uncovered that long videos are not preferred among learners. Briton and colleagues [7, 8] applied clickstream data from video-watching to build algorithms that can predict learner behavior in use of videos which can lay the foundation for customizing assignments and assessment in new ways.

Later studies have found that learners engage with videos in more complex ways. For
example, Li et al. [9] collected data on learners watching video lectures and established
that learners create new video user patterns which are matched to personal learning
strategies and perceived difficulty of the learning contents. Bonafini et al. [10] completed
a study where they calculated that video watching and participation in discussion forums increase the probability of course completion. That said, we see the tendency that videos become more interactive and are embedded with quizzes, a matter studied by Kovacs [11]. Kovacs showed that learners engage more deeply with in-video quizzes, as he demonstrated that users who start watching a video will engage in a following in-video quiz. Researchers have also turned to eye-tracking technologies. Sharma and colleagues [12, 13] used this technology to show that gaze patterns influence the attention of the student having implication on engagement. They found that learners who watch videos and at the same time engage with other learners, have better learning outcome than students who only engage with video material.

Second, a research stream analyzes *video styles* used in MOOCs [14]. Still, we can by and large say that talking head video is a common video style in MOOCs, but researchers have started to refine our current understanding of the recorded lecture. Early on, studies indicated that the simple recorded lecture video was not the most dominant video style. Instead, it could be divided into smaller parts. Guo et al. [4] classified six types of instructional videos used in MOOCs: (1) classroom lecture with instructor on the blackboard; (2) talking head of instructor at desk; (3) digital drawing board (Khan-style); (4) slide presentation; (5) studio without audience; and (6) computer coding session. Later, we can observe more variety in the lecture-centric video styles. Rahim and Shamsudin [15] completed a study on video lectures and found more than fifteen ways they can be designed and made. In this regard, researchers have recently started outlining new ways to conceptualize videos. For example, studies argue that it is more meaningful to view videos as either speaker-centric (a visible person speaks about the contents) and board-centric (a large rectangular surface displays the contents) which are also preferred video styles among learners [16, 17]. Furthermore, researchers begin to develop new video styles from categories to *taxonomies over video* and are instead interested in establishing their dimensional value which are determined by human presence and the type of instructional media [18]. Missing from this research stream, nonetheless, are case studies that try to conceptualize the educational value of the structured conversation, such as an interview video, and what role it can play in learning and online courses.

## 3 Methods

In order to conceptualize the video interview genre, a research design was devised. The study applied a mixed method approach which meant use of qualitative and quantitative methods [19]. These were used to perform different types of analysis.

First, a qualitative research approach as described by Brinkmann and Kvale, the hermeneutical approach [3], was used to conceptualize the use of the video interview genre. It focuses on interpretation and meaning condensation as a mean to process and analyze qualitative data. But it is also an inductive, iterative and creative approach that can be applied to reflect on teaching practice and for knowledge creation. This latter aspect was employed in this study, as it was applied to conceptualize the role of the interview video genre and to make it fit to an overall MOOC course design. That said, the qualitative research design consisted of two approaches. On the one hand, the researcher decided to make a MOOC of a doctoral study, as an approach to thinking differently about research
dissemination. To design the MOOC, the researcher used the course template provided by the MOOC provider where the online course was operated. The course template was used to prepare the learning material and the learning and assessment activities. On the other hand, after completing the course development process, the researcher applied a thematic analysis approach [20]. This approach was employed to identify patterns of meaning and to better conceptualize the video interview genre. This involved analyzing the course template, production notes, storyboards, video treatments, and evaluating the role videos played in the overall course design. The production period lasted from August 2017 to May 2019.

Second, after the course development period concluded, in October 2019 the MOOC was launched on FutureLearn. The MOOC has had several runs, but for the purpose of this paper, we focus on two runs that lasted three weeks each. The first run lasted from October to November 2019, and the second one from April to May 2020, which coincided with the first wave of the Covid-19 pandemic. The first run had roughly 500 learners and a course completion rate of about 15%, while the second one had about 2.150 learners with a course completion rate of about 21%. In order to examine the performance of the interview video, predefined datasets provided by FutureLearn were analyzed. FutureLearn provides course creators with a limited number of datasets which contain anonymized data and predefined variables. A separate dataset for videos was also provided and was data cleaned and analyzed.

# 4 Data Analysis

In this part, the data analysis is performed by answering the paper's RQs. The following analysis will answer them by first outlining the design approach for making video interviews, while the second part describes their effectiveness.

## 4.1 The Design Approach for Making Video Interview

### The Topic of the MOOC

The MOOC 'Digital Transformation in the Classroom' (DTC) is an online course that runs on the online course platform FutureLearn. DTC was created to use the MOOC concept as an alternative way to disseminate research. The online course is based on a sociological study of a teacher working in a Norwegian high school. The study used qualitative research strategies to investigate how the teacher used digital technologies to organize foreign language training. In 2016, the study was published as part of a doctoral dissertation covering about 400 pages [21]. A separate chapter in the thesis describes the teacher's teaching practice and contains 80 pages. The study is a hard read for practitioners. For example, a practice lens on technology implementation was used as theoretical framework, not pedagogical theory [22]. The study relied on contextualization, applying a thick description approach [23]. The study describes the teacher's classroom practice from a process perspective which includes planning and implementation of lessons. Later, it would become unfeasible to adapt the study into a journal
article. Instead, a MOOC was made. In this format, the research could reach a larger target group, teachers. Therefore, a three-week online course was made.

## The Role of a Predefined MOOC Platform Pedagogy

In order to develop the video interviews, the course designer had to make adaptions and adjust the subject matter to a predefined online pedagogy. FutureLearn has formulated a MOOC pedagogy which uses storytelling, which can be better described as a *conversational pedagogy*. The pedagogy ensures that the learner engages with an overall story arch and at the same time learns from social interaction with other learners. It supports three principles of pedagogy: (1) telling stories; (2) provoking conversations; (3) and celebrating progress [24]. The pedagogy assumes that when engaging with stories, learners will learn, remember, and structure knowledge. In practice, Future Learn uses discussion forums to operationalize the conversational pedagogy.

That said, the predefined MOOC pedagogy sets constraints but also gives possibilities on course design work. When creating a MOOC, course designers can approach the conversational pedagogy in two ways. First, the conversational pedagogy is embedded into the setup of the MOOC platform. The platform is an “interactive book” following an xMOOC educational model, being a lecture-instructed centric pedagogy. To learn from the conversation, the learner follows a predefined learning path arranged with learning goals, learning material, assignments, and assessment forms. In online courses which use Learning Management Systems (LMS), it is not uncommon to use a file structure or a module setup. Here, FutureLearn’s course structure differs. Instead, the interactive book is based on an instructional design where the learner starts on an introductory web page and works him or herself from web page to web page which contains the learning contents. On each web page, a discussion forum feature is default. Also, instead of using traditional LMS framing, a different terminology stands out. For example, FutureLearn calls a module a “Week”, while a subsection within a Week is called an “Activity”. Each Activity contains one or more “Steps”. A step is a web page and can be structured by the limited features in the platform. A step can be made as an article, a video, a discussion thread, poll, or quiz. Second, FutureLearn provides a course design template which is an Excel sheet that gives an overview of Weeks, Activities, and Steps, and is intended to help course designers to plan and visualize an online course. The course design template is a complex tool that challenges the educator to think thoroughly through what their course will look like. As FutureLearn recommends that a Week should contain no more than 20 Steps, the course design template is justified. The course design template could be described as a learning goal maze and is full of learning goals which need to be formulated by the educator.

In contrast, the template does not provide recommendations on where and when to use videos, moreover, it does not explain what suitable video genres can be employed. In fact, that is for the course creator to decide. Then, to have an effective use of video, course designers are challenged to outline their own video course design plan. Therefore,
videos need to be carefully considered, so they support the conversational pedagogy and are not for “pedagogical decoration” serving no learning purpose.

## Designing a Story Arc About the Teacher Inger

When it was clear that the learning experience needed to be structured against a superimposed pedagogy, a story needed to be devised which the learner could engage with. Therefore, the course designer scaffolded a learning path that operationalizes the challenging concept of *digitalization* which enables the learner to see it from an everyday perspective. In so doing, the learner engages with a story arch that tells the story about preparing teachers for how to plan and enact classroom practice by following the experiences of a high school teacher who used digital technologies in foreign language training. In the story, the learner meets the “main character”, Inger, the same person who was the participant in the doctoral study. Over three weeks, the learner engages with the story and learns about different ways to conceive digitalization. In the first week, the main goal is to address ‘digitalization’ and structure a learning path for the learner, so that they can express it from their own point of view. Digitalization is connected to socio-logical perspectives on social networks and how new technologies are implemented in organizations. In the second and third week, the learner learns about Inger’s teaching practice, as a way to be more specific about how digitalization affects classroom practice. The learner engages with the approaches Inger used to plan her lessons using digital technologies, but also explores what happened when she implemented her lesson plans.

On the other hand, to address the learning contents making up the story arch, we can look at particular excerpts. The overall theme for the second week, is the planning phase for using digital technologies in a classroom setting and is displayed in Table 1. The second week addresses the meaning of modeling digital classroom practice as an approach to prepare teachers to use digital technologies in teaching. The learner is presented four strategies which Inger used when she planned her classes. First, the learner is introduced to ways to stay updated on new technologies. Second, the learner is presented with node-mapping, a strategy for charting students’ user pattern of digital technologies. Third, the learner is introduced to a theme approach, which is a different way to operationalize learning goals. Fourth, the learner is presented with examples of how to design and organize learning activities using digital technologies.

## The General Use of Videos

As noted, FutureLearn does not provide a course template nor pedagogical recommendations on how to design and use videos to support the conversational pedagogy. For example, there are no set guidelines for video length. In this regard, a separate video course plan had to be designed which determined the pedagogical role and the planning, production, and post-production video process. That said, one of the first matters that needed a solution was deciding the number of videos, those that could be reused and those required to be made. This is essential as video production consumes vast resources in MOOC making. Also, the course designer had to consider the imperative design question; does a video really need to be made? In fact, this is a critical design choice. Therefore, a distinction between *self-produced* and *embedded videos* was made. A self-produced video refers to videos made particularly for DTC while embedded video are reused YouTube videos. All in all, DTC contains 40 videos, 28 self-produced and
<table><caption>**Table 1.** Week 2, “Planning for digital transformation”.</caption><thead><tr><th>Week 2</th><th>Activity title</th><th>Step</th><th>Step name</th></tr></thead><tbody><tr><td rowspan="12">Planning for digital transformation</td><td rowspan="4">Designing a digital classroom practice</td><td>2.1</td><td>What to learn in week 2</td></tr><tr><td>2.2</td><td>Modelling the classroom</td></tr><tr><td>2.3</td><td>Decouple and reconnect</td></tr><tr><td>2.4</td><td>What have you learned?</td></tr><tr><td rowspan="2">Choosing the digtech kit</td><td>2.5</td><td>Selecting and creating article</td></tr><tr><td>2.6</td><td>Inger's digtech kit video</td></tr><tr><td rowspan="3">Mapping social networks</td><td>2.7</td><td>Node-mapping</td></tr><tr><td>2.8</td><td>What learning goes on</td></tr><tr><td>2.9</td><td>Share your experience</td></tr><tr><td rowspan="3">Forming knowledge</td><td>2.10</td><td>Create knowledge</td></tr><tr><td>2.11</td><td>Themes over chapters</td></tr><tr><td>2.12</td><td>Working with themes</td></tr><tr><td rowspan="5">Meaningful learning activities</td><td>2.13</td><td>Acts for engagement</td></tr><tr><td>2.14</td><td>The news round</td></tr><tr><td>2.15</td><td>Share your experience</td></tr><tr><td>2.16</td><td>Blog and YouTube</td></tr><tr><td>2.17</td><td>Recap week 2</td></tr></tbody></table>

12 embedded ones. DTC's videos can be classified as short and are between 3 to 5 min long, except some embedded YouTube videos.

DTC used six video genres which were adapted to FutureLearn's pedagogy and include: (1) talking head; (2) introduction; (3) interview; (4) illustration; (5) lecture; and (6) short documentary. Addressing each video genre, talking head videos are distinguished by that the course leader reads from a script and talks into the camera while it is overlayed with pictures, illustrations, interviews, etc. Talking head videos serve different instructional purposes. For example, they are used for explaining learning goals while others outline theoretical concepts. Introduction is mainly used for marketing purposes. Interview is a video genre we will describe in the next section. Illustration is used for demonstration of concepts and are embedded YouTube videos. Lecture is also a video genre that serves the purpose of explaining concepts and understand their consequences. In DTC, lecture are videos of group conversations between experts or recorded conference keynotes and are also embedded YouTube videos. Short documentary is a video genre consisting of interviews and videos that report on factual events on a given topic. Also here, YouTube videos were used.

## The Learning Design of Video Interview

Video interview as a genre can be defined as an instructional style where persons converse, express, and reflect upon a particular topic. Interviews are most used in the context
of asking questions to an expert who responds with an opinion of some sorts, meaning knowledge transfer. In this case, we can assume that information is a type of objective knowledge or true representation of reality that is stored in the minds of people which can be collected and presented. In a way, by using the interview, deductive representation can be displayed. At the other end of the spectrum, the interview can serve other purposes and affordances, foremost being a means for inductive thinking. It can be used for exploration and people can exchange opinions in order to raise greater awareness of a particular topic. In other words, an interview can be used for reflection or retrospection to foster sense-making and knowledge creation, not simply for information transfer. It is within this latter meaning that the video interviews were designed and used in DTC, implying that they have different instructional purposes.

<table><caption>**Table 2.** Overview of self-made video interviews.</caption><thead><tr><td>No</td><td>Step</td><td>Name step</td><td>Degree of full interview use</td><td>Duration</td></tr></thead><tbody><tr><td>1</td><td>1.2</td><td>Who is Inger?</td><td>Complete interview</td><td>2:43</td></tr><tr><td>2</td><td>2.6</td><td>Inger's digitech kit</td><td>Interview excerpt</td><td>4:03</td></tr><tr><td>3</td><td>2.8</td><td>What learning goes on?</td><td>Interview excerpt</td><td>3:27</td></tr><tr><td>4</td><td>2.12</td><td>Working with themes</td><td>Complete interview</td><td>2:43</td></tr><tr><td>5</td><td>2.15</td><td>Share your experience</td><td>Complete interview</td><td>3:03</td></tr><tr><td>6</td><td>2.16</td><td>Blog and YouTube</td><td>Interview excerpt</td><td>4:41</td></tr><tr><td>7</td><td>3.6</td><td>Share your experience</td><td>Complete interview</td><td>4:13</td></tr><tr><td>8</td><td>3.7</td><td>Reflect on your actions</td><td>Complete interview</td><td>1:33</td></tr><tr><td>9</td><td>3.9</td><td>Reflect by debriefing</td><td>Complete interview</td><td>3:05</td></tr><tr><td>10</td><td>3.12</td><td>Enacting the newsround</td><td>Complete interview</td><td>2:40</td></tr><tr><td>11</td><td>3.14</td><td>Share your experience</td><td>Complete interview</td><td>3:56</td></tr></tbody></table>

First, the use of interview video is designed to challenge the learner to engage with the overall conversational pedagogy. Moreover, the objective is to enable a better relationship between learning material and learner experience by focusing on real-life scenarios from a classroom. To achieve that, *requires careful deliberation on what role a video interview plays in the general arch story line* in the MOOC. The video interviews are therefore intentionally situated in exact Steps and Weeks in the overall course structure and are grouped according to which themes and learning goals a Week addresses. For example, DTC contains eight video interviews with the main character, Inger, where she reflects upon her teaching experience. She explains and reflects upon a rich selection of topics which are relevant for planning and implementation of a technology-rich classroom practice. Such challenges include explaining why she chooses to use digital technologies; what role digital technologies have in the planning of learning activities; reflections on where she succeeds and flops with learning activities; what role digital technologies play in the training of the students' digital literacies; and strategies to assess the students' learning, etc. Therefore, the interview videos must be situated in a course structure
where these topics are specifically addressed. A used learning design strategy in DTC, for example, is to apply interview videos as a means to provoke conversation. In the overall course structure, there are many Steps called “share your experience”, and they contain a video interview with Inger. There, the learner is going to watch an interview video and thereafter answers questions and contributes to a thread in the discussion forum.

Second, the other approach in use of the interview video, is their design and production. All the videos containing elements of the interview format are displayed in Table 2. The table indicates that some videos are “complete interview” while others are labeled “interview excerpt”. The difference between them, is that the first video interview type is a comprehensive and edited interview with Inger while the latter is a talking head video containing an interview excerpt. As noted earlier, DTC contains eight complete video interviews with the teacher which are based on an in-depth interview. The complete video interviews are edited according to a three-point tell, meaning that each one explains three essential experiences related to the topic that the video addresses. The three-point tell is an approach that condenses relevant citations from a long interview and makes them more coherent for the learner. For example, in an interview video, Inger explains a learning activity she designed, the news round; the video covers three topics related to this learning activity.

## 4.2 Effectiveness of Interview Videos

<table><caption>**Table 3.** Performance of interview videos in 1st run. View completion in percent.</caption><thead><tr><th></th><th>Views</th><th>5%</th><th>10%</th><th>25%</th><th>50%</th><th>75%</th><th>90%</th><th>100%</th><th>Dur.</th></tr></thead><tbody><tr><td>Who is Inger?</td><td>194</td><td>86.6</td><td>86.1</td><td>80.4</td><td>73.7</td><td>70.6</td><td>65.4</td><td>63.9</td><td>2:43</td></tr><tr><td>Inger's digitech kit</td><td>67</td><td>80.6</td><td>80.6</td><td>79.1</td><td>74.6</td><td>73.1</td><td>65.6</td><td>64.1</td><td>4:03</td></tr><tr><td>What learning goes on?</td><td>53</td><td>83.0</td><td>84.9</td><td>79.2</td><td>73.5</td><td>71.7</td><td>69.8</td><td>66.0</td><td>3:27</td></tr><tr><td>Working with themes</td><td>44</td><td>75.0</td><td>72.7</td><td>68.2</td><td>65.9</td><td>61.3</td><td>61.3</td><td>52.2</td><td>2:43</td></tr><tr><td>Share your experience</td><td>42</td><td>73.8</td><td>76.2</td><td>64.3</td><td>64.2</td><td>61.9</td><td>61.9</td><td>59.5</td><td>3:03</td></tr><tr><td>Blog and YouTube</td><td>42</td><td>73.8</td><td>71.4</td><td>71.43</td><td>64.2</td><td>59.5</td><td>57.1</td><td>52.3</td><td>4:41</td></tr><tr><td>Share your experience</td><td>39</td><td>64.1</td><td>64.1</td><td>61.5</td><td>58.9</td><td>56.41</td><td>56.4</td><td>51.2</td><td>4:13</td></tr><tr><td>Reflect on your actions</td><td>33</td><td>72.7</td><td>66.6</td><td>66.6</td><td>63.6</td><td>60.6</td><td>57.5</td><td>57.5</td><td>1:33</td></tr><tr><td>Reflect by debriefing</td><td>34</td><td>67.6</td><td>61.7</td><td>55.9</td><td>44.1</td><td>41.1</td><td>35.2</td><td>29.4</td><td>3:05</td></tr><tr><td>Enacting the newsround</td><td>32</td><td>71.8</td><td>71.8</td><td>65.6</td><td>68.7</td><td>56.2</td><td>53.1</td><td>43.7</td><td>2:40</td></tr><tr><td>Share your experience</td><td>30</td><td>66.6</td><td>63.3</td><td>66.6</td><td>56.6</td><td>46.6</td><td>46.6</td><td>30.0</td><td>3:56</td></tr></tbody></table>

To move to part two of the analysis, nonetheless, we have the possibility to address the performance and effectiveness of the video interviews from two course runs. Clickstream data showing view completion rates are displayed in Tables 3 and 4. In this regard, we
can extrapolate and make certain general remarks about learner viewer patterns which we stress are limited. We can observe two general viewer patterns in both datasets. First, the data shows that all video interviews have a general decline in view completion in terms of percentage. Both datasets find that from the 1st and 2nd run that most video interviews drop from 15 to almost 20%. Second, the dataset from the two runs suggest that we observe a general decline in 10%, when we consider 50% view completion rate. In other words, when the learners view half the interview videos, the view completion rate suggests being low. Although we do not possess exact data, an interpretation, however, is that the interview videos suggest not having high degree of quitter pattern, something which would have been indicated in a steep decline in view completion. When we look at some of the runs, only a couple of video interviews appear to have high degree of quitter patterns. This quitter pattern is among others indicated in interview videos from the 1st run as displayed in Table 3.

<table><caption>**Table 4.** Performance of interview videos in 2nd run. View completion in percent.</caption><thead><tr><th></th><th>Views</th><th>5%</th><th>10%</th><th>25%</th><th>50%</th><th>75%</th><th>90%</th><th>100%</th><th>Dur.</th></tr></thead><tbody><tr><td>Who is Inger?</td><td>890</td><td>92.2</td><td>90.5</td><td>85.1</td><td>79.2</td><td>76.4</td><td>73.4</td><td>70.1</td><td>2:43</td></tr><tr><td>Inger's digitech kit</td><td>294</td><td>82.6</td><td>79.2</td><td>76.8</td><td>73.1</td><td>68.7</td><td>66.6</td><td>64.2</td><td>4:03</td></tr><tr><td>What learning goes on?</td><td>252</td><td>84.1</td><td>82.5</td><td>78.9</td><td>73.8</td><td>69.4</td><td>65.0</td><td>59.5</td><td>3:27</td></tr><tr><td>Working with themes</td><td>230</td><td>83.9</td><td>82.6</td><td>80</td><td>76.5</td><td>70.4</td><td>67.8</td><td>61.3</td><td>2:43</td></tr><tr><td>Share your experience</td><td>203</td><td>81.2</td><td>79.3</td><td>74.3</td><td>71.4</td><td>65.0</td><td>62.5</td><td>60.5</td><td>3:03</td></tr><tr><td>Blog and YouTube</td><td>201</td><td>79.1</td><td>75.1</td><td>71.6</td><td>68.1</td><td>66.6</td><td>64.1</td><td>61.1</td><td>4:41</td></tr><tr><td>Share your experience</td><td>175</td><td>79.4</td><td>77.7</td><td>74.2</td><td>66.8</td><td>62.2</td><td>58.2</td><td>58.2</td><td>4:13</td></tr><tr><td>Reflect on your actions</td><td>146</td><td>79.4</td><td>78.0</td><td>74.6</td><td>72.6</td><td>69.1</td><td>67.8</td><td>65.7</td><td>1:33</td></tr><tr><td>Reflect by debriefing</td><td>165</td><td>81.2</td><td>77.5</td><td>72.7</td><td>69.7</td><td>62.4</td><td>58.7</td><td>57.5</td><td>3:05</td></tr><tr><td>Enacting the newsround</td><td>159</td><td>80.5</td><td>76.7</td><td>73.5</td><td>70.4</td><td>69.8</td><td>64.7</td><td>56.6</td><td>2:40</td></tr><tr><td>Share your experience</td><td>142</td><td>77.4</td><td>73.2</td><td>69.0</td><td>64.0</td><td>61.2</td><td>58.4</td><td>56.3</td><td>3:56</td></tr></tbody></table>

## 5 Discussion and Conclusion

Broadly speaking, the research review outlined in the start of the paper established that research on the use of videos in MOOCs, either measures their effectiveness [4] or categorizes them into different pedagogical styles [18] where variants of talking head videos are very dominant. As a video genre, talking head videos suggest mirroring a behavioristic pedagogical principal, meaning transfer of information from educator to learner. We can argue that the video genre reflects an extension of the traditional lecture into the digital format. In contrast, videos can be designed and produced in many ways to support learning. This can among other be achieved with the posed interview video genre. On the one end, video interviews can be based on the premise of informing. This
can be rendered by staging an activity where an expert transfers his or her knowledge about a particular topic. On the other hand, interview videos can be designed using the pedagogical principle of retrospection, meaning that one or several persons use personal reflection of events, situations, practices, activities, and experiences with the goal of to further gain knowledge and new understandings. This latter approach has been used and explored in this paper, meaning a novel contribution to research on use of videos in MOOCs.

That being said, it becomes important to outline what implications interview videos can have on educational practice. We mention a few. First, interview videos can be employed to create conditions for more *diverse online learning experiences* for learners which is suggested to be an important instructional design principle [25]. In contrast, we often see that this is not always persistent with how MOOCs are generally made. Educators who make their first online course often turn to established ways of teaching, meaning the lecture format. The outcome of the practice are often talking head videos. But by using interview videos, the video genre can complement talking head videos, implying more varied ways to online learning for learners. Second, research on use of MOOC suggests that learners engage more deeply with videos when they are embedded with quizzes [11] which can be enabled with H5P technologies. H5P is an interactive video format that provides the learner with the ability to click within the video for an action to occur. Within a video, different learning contents and activities can be embedded such as quizzes and short presentations. Video interviews can also embed such contents, implying facilitation for active learning opportunities. Third, to have effective use of video interviews in MOOCs, will require large effort in other places, foremost in planning, design, and production, meaning that the craft of online learning design becomes ever-more important for educators to master in practice. It goes without saying, however, that video-based learning demands resources and time. To make high quality interview videos, educators need to consider many factors like the learning intention behind an interview video, how interview videos align with learning goals, and what role they play in conjunction with other modalities in a digital learning environment. In other words, to design and make interview videos, will most likely require learning design thinking and consideration of an important question – when is there really a need for making videos?

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