NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1058361
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-2375-2033
An Examination of Undergraduate Student's Perceptions and Predilections of the Use of YouTube in the Teaching and Learning Process
Buzzetto-More, Nicole A.
Interdisciplinary Journal of E-Learning and Learning Objects, v10 p17-32 2014
Pervasive social networking and media sharing technologies have augmented perceptual understanding and information gathering and, while text-based resources have remained the standard for centuries, they do not appeal to the hyper-stimulated visual learners of today. In particular, the research suggests that targeted YouTube videos enhance student engagement, depth of understanding, and overall satisfaction in higher education courses. In order to investigate student perceptions and preferences regarding the implications of YouTube, a study was conducted at a Mid-Atlantic minority serving institution that examined student opinions regarding the usage of YouTube videos to augment instruction in online and classroom-based courses. According to the findings, use of YouTube in the teaching and learning process enhances instruction with students most likely to visit video sharing services from mobile devices. Further, length has an impact on student decisions whether or not to watch a video, and course delivery format impacts length and audio preferences. Finally, there is no relationship between personal use of social media and the perceived value of the use of YouTube in the instructional process.
Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/IJELL/Overview
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A