The use of online video tutorials as a supplement to traditional materials has become increasingly popular in MOOCs. Video is growing in popularity as a powerful communication and instructional medium in online courses. Using video, instructors can deliver instruction that is difficult to convey using other channels. Today, MOOCs providers are investing in video-based technology such as lecture capture and video streaming services with the aim of providing better access to quality video materials. However, video production technology varies from simple desktop recording tools to sophisticated studio production systems. Many organizational and financial factors influence how these systems are implemented, including the instructors’ experiences and skills, infrastructure and support, budget, and the educational context in which the video will be used. The findings of research indicate that both lecture capture and screencasting recordings served as useful types of video for student learning in MOOCs. However, the majority of students preferred the quality and usefulness of the screencasting recordings to lecture capture recordings. One reason reported by students is that screencasting videos combined quality sound with rich graphical and textual content, items that were not available during the process of capturing live lectures. This note is considered a step toward exploring how to produce and use video tutorials in different scenarios to improve student experience and interest in MOOCs.