At the current given scenario of multiplying educational methods, Massive Open Online Course (MOOCs) in higher education have become a trend for many reasons. The MOOCs is a user-friendly learning tool that can be accessed for anyone at anytime. In that way you can spread knowledge to all, increasing the learning opportunities.

One resource used in MOOCs is the video class. In most of these videos the professors present key concepts of a particular field, using tools that require time and computer skills. Nevertheless, when the video is recorded, students are able to learn it in its own time, repeating the most challenging steps until it is completely understood. Surprisingly, the technique may sometimes make learning a more personal issue as the professor is looking at the student while talking, not to mention the opportunity to use animations or make long and tiresome calculations appear in an instant.

This article presents a literature review of four different production styles of digital lessons: live classroom captured, shots at an office desk, slideshows and digital drawings. The main objective of this study is to present pros and cons of each production style in the following topics: by ease of creation and editing, efficiency at showing information, and engagement of the viewer.

After comparing different approaches in video making for education purposes, it was possible to identify a new trend based on a mix of video resources and collaborative work. In this new trend, the student has access to more engaging learning experiences and acquire other skills such as teamwork, communication and initiative to look for new information by herself. In that case the video is linked with another activity such as forum’s, collaborative tasks, quizzes and essays.