随着互联网技术的发展，在线学习逐渐成为一种重要的学习方式。在线学习发生了多次革命，但新的教学理论与新的技术并没有改变在线学习的教学方法与教学资源的组织呈现形式，在线学习的教学方法与作为在线学习的主要载体的视频形式并未发生变化。这其中的原因值得探究。基于此，本研究运用实验研究的方法，通过两轮不同的实验研究验证了不同的教学方法、视频形式对于学习效果的影响。通过收集学习者的问卷数据以及在线学习过程中的行为数据，分析在不同的教学方法与视频形式下的与学习者在线学习效果之间的差异，揭示影响学习者学习效果的教学方法与视频形式因素，进一步认识在线学习的规律。 研究结果发现，不同的教学方法与教学视频形式对学习效果存在影响：①在实验研究一中，对比直接指导教学法，有效失败教学法更能够促进学生学习成绩的提升，减小学习者在在线学习过程中的内在认知负荷，同时对学习者在在线学习中在不同教学内容之间的注意力分配产生影响；②在实验研究二中，超视频也同样促进学生学习成绩的提高，且在一定程度上优化了学习者的认知负荷，反驳了超视频的复杂结构可能会增加学习者的认知负荷的观点。研究证明了有效失败教学法同样适用于在线学习，超视频对学习者的在线学习效果有促进作用。 本研究从实证的角度对不同教学方法以及视频形式对学习效果的影响进行了探究，为日后在线学习中的教学设计与教学理论的应用与实践提供了一定的参考。

With the development of Internet technology, online learning has gradually become an important way of learning. There have been many revolutions in online learning, but the new pedagogies and new technologies have not changed the instructional approach of online learning and the organizational presentation of instructional resources, the instructional approach of online learning and the video as the main carrier of online learning and its type also have not been changed. The reason of this phenomenon is worth to explore. Based on this, this study uses experimental research to verify the impact of different instructional approach and the type of video on learning through two different experimental studies. By collecting learner's questionnaire data and behavioral data in the online learning process, the differences between learners' online learning performance under different instructional approach and the type of video were analyzed, and how the instructional approach and the type of video effect on the learners' online learning performance are revealed. This study provided a different way to understand the rules of online learning. The research results show that different instructional approach and the type of video have an impact on learning: ①Compared to direct instructional approach, productive failure approach can promote students' academic achievement, reduce learners' intrinsic cognitive load, and promote the concentration of learners in online learning, learners focus more on the learning content; ②Hypervideo also promotes the improvement of students' academic performance, and optimizes the cognitive load of learners to some extent. Argued the view point that the complex structure of hypervideo may increase the cognitive load of learners. The research proves that the productive failure approach is also applicable to the online learning environments, and the hypervideo can promote the learner's online learning performance. This research explores the impact of different instructional approach and the different type of video on learning from an empirical perspective, and provides a case for the application and practice of instructional design and pedagogy in online learning in the future.