Video Lecture Styles in MOOCs by Malaysian Polytechnics Muhamad Izzat Rahim Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia Jalan Sultan Yahya Petra, Kuala Lumpur, 54100, Malaysia Academy of Language Studies, Universiti Teknologi MARA Kuala Pilah, Negeri Sembilan, 72000, Malaysia (+60)-123749950 izzatrahim@gmail.com Sarimah Shamsudin Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia Jalan Sultan Yahya Petra, Kuala Lumpur, 54100, Malaysia (+603)-26154597 ssarimah.kl@utm.my ABSTRACT As the utilisation of Massive Open Online Course (MOOC) grows in Technical and Vocational Education and Training (TVET) discipline, TVET students are required to use video lectures uploaded on MOOCs frequently. However, video lectures come in various styles and it may affect students’ academic performance and psychology. Acknowledging this issue, this study aims to investigate the styles of TVET video lectures included in MOOCs by Malaysian Polytechnics. The video lectures (N=90) were analysed using video lecture style taxonomy [12]. It was found that the TVET video lectures can be categorised into fifteen styles in which nine of the styles were not listed in the taxonomy. Hence, the findings of this study can benefit TVET students and instructors in utilising video lectures effectively for teaching and learning. Additionally, it can also help researchers in corpus selection to further the study of TVET video lectures. CCS Concepts • Applied Computing➝Education➝E-learning Keywords TVET; MOOCs; Video lectures; Video lecture styles 1. INTRODUCTION The Malaysian government envisions that there will be an increase in the demand for Technical and Vocational Education and Training (TVET) graduates in the future [1]. Thus, empowering the TVET sector has become a national agenda. Through the National Education Blueprint (2015-2025), the government aims to create quality TVET graduates who can meet the need of skilled manpower for the growth of the nation. One institution that is entrusted to deliver quality TVET education is Politeknik Malaysia or Malaysian Polytechnics. Currently, there are about 27 Polytechnic institutions all over Malaysia that offer myriad of TVET programmes. Realising the government’s aspiration, Malaysian Polytechnics has taken steps to enhance the quality of delivery in its institution. One step is the utilisation of Massive Open Online Course (MOOC) in its syllabus. Since 2015, Malaysian Polytechnics has actively integrated MOOC into its syllabus [2]. Through MOOC, the face-to-face lessons are supplemented or replaced altogether. Additionally, Shaari, Ismail and Kok suggest that as of 2017, there are about 37 MOOCs offered by Malaysian Polytechnics [2]. The number is expected to increase as many polytechnics are developing their own MOOCs. One central feature of MOOCs is video lecture. It is an integral part of MOOCs. In fact, video lectures are considered to be the main medium of instruction in MOOCs [3]. Video lectures can be defined as instructional videos prepared by instructors for the purpose of supplementing classroom lectures [4]. Among the characteristics of video lectures are it is highly scripted [5], slow pace [4] and normally have short length between five to twenty minutes [6]. The ubiquitous usage of video lectures has sparked interest of instructors and scholars to investigate more about the usage of this technology driven method. One focus of the many studies conducted is the styles of video lectures. It concerns the way video lectures are designed and presented to the students. Studies revealed that video lecture styles affected students’ academic performance [4] [7]. It is suggested that students learn better using one type of video lecture style as compared to other styles [7] [8]. For instance, Homer, Plass and Blake found that students’ cognitive load will increase when the students utilise video lectures that contain slides [9]. As a result, their learning performance is affected negatively. A study by Chen and Wu yielded similar result [10]. It was found that video with voice over style had significantly increased the cognitive load of students who used it [10]. Other studies found positive effect of video lecture styles towards students’ academic performance [7]. Video lectures that contain real people enable students to visualise real life scenario better [7]. On the other hand, video lectures that utilise animation can help students to learn concepts or ideas that are impossible to be visualised using real people [11]. Thus, it can be said that video lecture styles impact students significantly especially in their academic performance. In addition to academic performance, video lecture styles might also affect students psychologically [12]. Based on the reported studies, there is a need to investigate the style of video lectures available in MOOCs for students. Thus, SAMPLE: Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Conference’10, Month 1–2, 2010, City, State, Country. Copyright 2010 ACM 1-58113-000-0/00/0010 …$15.00. DOI: http://dx.doi.org/10.1145/12345.67890