OER Knowledge CloudJournal ArticleIssue No.37 Experiences and best practices in and around MOOCs20142014/03Seaton, Daniel T.Nesterko, SergiyMullaney, TommyReich, JustinHo, AndrewUllmo, Pierre-AntoineKoskinen, Tapiovideosvideo useonline learningMOOClearning analyticsdistance educationSpaineLearning Paperselearningeuropa.infoEMOOCS 2014 conference37March 201433-411887-1542Lecture videos intended to substitute or parallel the on-campus experience are a central component of nearly all current Massive Open Online Courses (MOOCs). Recent analysis of resources used in the inaugural course from MITx (6.002x: Circuits and Electronics) revealed that only half of all certificate earners watched more than half the available lecture videos (Breslow et al. 2013, Seaton et al. 2014), with the distribution of videos accessed by certificate earners being distinctly bimodal. This study shows that bimodal lecture-video use by certificate earners persists in repeated offerings of 6.002x, with the distribution of video accesses being nearly indistinguishable. However, there are generally two modes of video use spanning the catalogue of MITx courses: bimodal and high use, both characterized via analysis of the distribution of unique videos accessed in each course. For both modes of video use, country-of-origin significantly impacts the measurement of video accesses. In addition, preliminary results explore how course structure impacts overall video consumption across courses.yeshttp://openeducationeuropa.eu/en/article/Characterizing-Video-Use-in-the-Catalogue-of-MITx-MOOCs?paper=136477http://openeducationeuropa.eu/en/article/Characterizing-Video-Use-in-the-Catalogue-of-MITx-MOOCs?paper=136477In_depth_37_4.pdfBarcelona, Spain