Here's an article in the Chronicle on the value of creating "mini-lectures" when converting a traditional class to online. A snippet is below, and the rest of the article is at http://chronicle.com/free/v54/i41/41a00901.htm.
"Dalton A. Kehoe, an associate professor of communication studies at York University, in Toronto, has for decades won teaching awards and praise for his lectures. So when he was asked to do his first online course, a couple of years ago, he was excited to head into a studio to capture his 50-minute talks on video.
When the recordings went online, however, they were anything but hits. The main complaint: They were much too long.
"It was the most extremely boring thing my students had ever seen," Mr. Kehoe acknowledges. His course evaluations, usually glowing, grew dismal.
"I had to sit to down and look at these lectures and realize that when you're looking at someone online as a talking head and shoulders in video, you just want to kill yourself after about 20 minutes," he says with a laugh.
So, for the first time in his 40 years of teaching, he decided to overhaul his lectures. He broke them up into 20-minute segments, each focusing on a narrow topic."
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