Research plan – They’re back! To what extent and in what ways do particular pedagogical dimensions, or combinations of, contribute to repeated learner participation in an online course over consecutive or non-consecutive runs?

Introduction Since their emergence in the mid-2000s, massive open online courses (MOOCs) have been predicated on making learning available to everyone, and at scale. Much effort has been spent analysing data generated by MOOC participants (eg., Guo, Kim & Rubin, 2014; Savage, 2009; Wang, 2017) to determine if video production methods, format, style, type or even duration has the capacity to solely influence student learning and engagement. While the use of instructional video by educators isn’t new to face-to-face or online learning experiences, it does serve as a critical and…

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