Enhancing student interactions in Online learning A case of using YouTube in a Distance Learning (original) (raw)
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One of the challenges facing higher education institutions in general and Uganda in particular, is the widening gulf between increased use of technology for teaching and learning and achieving meaningful learning outcomes, especially in the face of the COVID-19 pandemic. In this paper, we report on one use of technology where a teacher's integration of YouTube videos in teaching increased students' levels of interaction with the content of the video, with peers and with the instructor (teacher). Guided by the sequential mixed-method design, a series of online learning activities were designed and matched with a carefully selected YouTube video. The activity was piloted and refined for use on purposefully selected teaching staff. The staff watched the videos that were uploaded on the Virtual Learning Environment (VLE) and responded to online learning tasks at individual and group levels. The VLE served as a knowledge sharing space for reflections. The paper concludes that lesson design was critical in enriching the VLE with carefully selected YouTube videos. Our key recommendations are: focus on the learning outcomes, design for the desired interactions, build into the task reflections, and decide whether to pre-select YouTube videos for students or to allow students to find appropriate YouTube videos; use reflections and knowledge sharing spaces. Further work has built reflective questions in the video which allows student to pause and reflect.
Using engaging and entertaining learning tools and techniques in and outside the classroom has become imperative in order to ensure, amongst others, subject-matter retention for the scholars of today. These technologies are not restricted to enriching course content alone and can also stimulate and encourage students to participate in collaborative learning processes. In this paper, the use of YouTube © is described to encourage collaborative learning and how this innovative learning tool can enhance students’ motivation to gain computer knowledge. The research findings are supported with outcomes from student questionnaires. The research found that integrating YouTube © into undergraduate education will be beneficial for improving Information Systems (IS) knowledge and competence.
ENHANCING STUDENTS’ ENGAGEMENT IN LEARNING THROUGH YOUTUBEBASED INSTRUCTION
2019
The rapid development of Information and Communication Technologies (ICT) has sparked the creative incorporation of social media into current pedagogical applications and processes. This study explored the effect of YouTube as a learning tool on students' engagements in the classroom. This study used qualitative approach and data were collected using observation checklist and pre-post semi-structured interviews among 20 Libyan secondary school students in Malaysia. The findings of the study revealed constructive improvements regarding the students' engagements in learning via YouTube intervention. The students' learning process was enhanced as they were motivated to learn new lessons using YouTube videos.
Proceedings of EdMedia + Innovate Learning, 2019
Although, videos for teaching and learning have been established for many years, transferring of knowledge has changed tremendously within the past decade. Students increasingly consume learning content via videos. In this context, the triumph of YouTube in becoming a main source for learning is astonishing. In combination with an increasing use of online courses, videos however, also need to be focused from a didactical perspective. This fact is one out of a couple of interesting results from 2018's survey amongst first-year students of Graz University of Technology. This survey focuses on the student's IT preferences and competence; it has been executed annually since 2007. Based on more than 9500 datasets, this long-term survey records changes in ownership of students' IT equipment, IT driven communicative behavior, and use of apps as well as social media services over a period of twelve years. One further remarkable result is the very clear rejection of Facebook. Currently, even SMS is more frequently used than Facebook. Thus, it can be stated that Facebook is no longer a major platform for first-year students.
Student-Produced Videos Can Enhance Engagement and Learning in the Online Environment
Student engagement in online learning remains a challenge for the design of effective coursework. Additionally, few analyses have focused on student-produced activities in the online mode or upon how such class activity affects student subgroups differently. We conducted a randomized design experiment with student video production at a large public university. Student background and behavior factors were measured in two online surveys, which were combined with course assessment data. Because of the small sample size, we observed few significant differences in learning outcomes across the experimental treatment and control sections, except with regard to a value-added measure. We suggest that student learning was likely most concentrated on concepts around which students produced the videos. And when students were divided by incoming language proficiency, non-native English speakers had higher perceived learning; but when grouped by incoming GPA, those with higher previous grades actually achieved higher test scores and pass rates.
YouTube in the Classroom: Helpful Tips and Student Perceptions
The rise in popularity of YouTube has made the use of short video clips during college classroom instruction a common learning tool. However, questions still remain on how to best implement this learning tool as well as students' perceptions of its use. Blended Learning Theory and Information Processing Theory provide insights into successful integration of technology into the classroom. Literature on multimedia and discussions is also reviewed to shed light on their potential value as teaching techniques. As an example of successful integration, a method of presenting YouTube clips is described in a psychology course. Immediately after the videos, the class participated in structured discussions. Students' perceptions of the YouTube videos were positive; however, students perceived certain videos as more helpful than others. In addition, class quiz scores are reflected on as indices of learning.
The potential benefits of using videos in higher education
Edulearn14 Proceedings, 2014
The developments of digital technology have opened new outlooks for online education which offer students the flexibility to learn at any time and any place. With all this instructional changes instructors, in all levels of the educational chain have been compelled to adapt quickly to this reality. They have a wide diversity of tools available to grab student's attention and motivate them to embrace the knowledge in their own learning process. One of these resources is the use of videos. Through them lecturers can deliver complex information and contents to students and, if used creatively, videos can become a powerful technological tool in education. In this article we will explore some of the potential benefits and challenges associated with the use of videos in the teaching and learning process at higher education levels.
International Journal of Academic Research in Business and Social Sciences
In late 2019, the world was shaken when an unprecedented infectious pandemic, Coronavirus Disease, or Covid-19, broke out. As a result, all Malaysians are obligated to comply with and follow the new regulations based on guidelines provided by the Malaysian Ministry of Health (MOH). The situation affects the entire national education system regarding the Teaching and Learning (T&L) process. To ensure continuity in students' learning, the structure of T&L, which was previously conducted conventionally or face-to-face and centred on educators and students directly, has been changed to virtual and digital using the methods of Teaching and Learning at Home or Open and Distance Learning (ODL). Therefore, the purpose of this study is to find out the students in UiTM Melaka's perceptions on the effectiveness of teacher-made videos on YouTube as a teaching and learning tool during ODL. A set of questionnaires was distributed to students to seek input for this quantitative study. The data was analysed, and findings suggest that most of the students are highly interested in using lecturer-made videos in learning. In addition, students found that the use of YouTube assists them effectively in completing their course assignments and study assessments. As a result, it can be deduced that the use of lecturer-made videos in YouTube encourage the students to have meaningful learning experience and serve the aims of Open and Distance Learning.
Impact of Youtube as an Academic Learning Resource for Students: An E-Learning Theory Practice
Journal of Business And Entrepreneurship
The student habit of using the digital platforms can be used to compliment the traditional learning methods. Specifically, designed digital learning platform can support the learning with convenience of time, place, and pace. They can increase the engagement of students and produce higher learning outcomes with increased satisfaction and competence. This study aimed to explore the impact of YouTube as an online resource for academics and learning purpose of students. To fulfill the objective of the study, we conducted 12 semi-structured interviews, and employed thematic analysis procedure to analyze the data. Based on the framework of e-learning theory, we explored the impact of online YouTube based lectures on the academics of students. Moreover, in our empirical examination based on in-depth interviews, we found that the convenience provided by the platform and the expertise of content providers on YouTube help students solve their problems and meet their required goals of academi...
Students' Perspectives on YouTube Video Usage as an E-Resource in the University Classroom
Journal of Educational Technology Systems, 2013
This study examined the perspectives of 70 prospective teachers about the use of YouTube videos as e-resources to supplement psychology lectures at a university in Trinidad & Tobago. A questionnaire designed for the study was used to collect both quantitative and qualitative data. The quantitative analysis included frequency distribution, non-parametric correlations, and ordinal logistic regression. In the quantitative results, participants' identified benefits and implications of the YouTube strategy that confirmed and went beyond previously established research. More specifically, the ordinal regression analyses identified specific benefits that predicted participants' intention to the YouTube integration strategy in their own teaching and researching. The qualitative data which were analyzed using content analysis provided supporting details of the benefits and implications of integrating YouTube videos as supplements to lectures. The findings have implications for the use of new media in the university classroom, especially when teaching digital natives.