Instructional video design in the process of developing massive open online courses
DOI:
https://doi.org/10.28925/2311-2409.2026.4510Keywords:
digital transformation of higher education, instructional design, massive open online courses (MOOCs), video, educational video content, stages of instructional video design.Abstract
The article considers the problem of instructional video design in the process of developing massive open
online courses (MOOCs) to ensure the quality of educational content and learning effectiveness. The relevance
of the study is driven by the growing role of video content in online education and the need to enhance its
effectiveness in the context of the digital transformation of education. Based on the analysis of scientific research
regarding video design, its impact on the perception of educational information, and the role of the video
developer for MOOCs, the necessity of a comprehensive approach to creating video content is substantiated.
The essence of the concept of “instructional video design in the process of MOOC development” is clarified
as a systematized and purposeful process of creating and organizing educational videos, which combines
the professional expertise of the developer with the implementation of assigned tasks and is aimed at achieving
defined learning outcomes by the learners. The aim of the article is to substantiate the stages of instructional video
design in the process of MOOC development. The result of the study is the development and characterization
of four stages that reflect the logic of sequential video content development and form a holistic system for creating
educational videos: video development, video production, video integration, and video review and correction
prior to publication. The practical value of the proposed approach to video design lies in the possibility of its use
by developers to organize sequential work with video content. Instructional video design in the process of MOOC
development creates prerequisites for increasing learner engagement and the quality of educational outcomes,
ensures the consistency of instructional goals, content, and forms of material presentation, helps avoid learners’
cognitive overload, and facilitates the transformation of video from a means of transmitting information into
a tool for organizing educational activities.
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References
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