IMPACT OF YOUTUBE AS AN ACADEMIC LEARNING RESOURCE FOR STUDENTS: AN E-LEARNING THEORY PRACTICE
DOI:
https://doi.org/10.46273/jobe.v10i2.324Keywords:
YouTube, YouTube for academia, E-learning theory, YouTube for learningAbstract
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 academics and learning. To conclude this study, the implications of these findings are discussed in detail.
References
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Wang, V. C. X. (2012). Understanding and promoting learning theories. International Journal of Multidisciplinary Research and Modern Education, 8(2), 5-11. Watkins, J., & Wilkins, M. (2011). Using YouTube in the EFL classroom. Language Education in Asia, 2(1), 113-119. Wengraf, T. (2001). Qualitative research interviewing: Biographic narrative and semi-structured methods (1st Ed). Sage Publications Ltd. Wolf, Z. R. (2003). Exploring the audit trail for qualitative investigations. Nurse Educator, 28(4), 175-178.
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Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Buzzetto-More, N. (2013). The use of YouTube to engage digital natives: Student preferences and perceptions in online and hybrid courses. Orlando, Florida: Proceedings of the 19th Annual SLOAN Consortium International Conference on Online Learning. Chelaru, S., Orellana-Rodriguez, C., & Altingovde, I. S. (2014). How useful is social feedback for learning to rank YouTube videos? World Wide Web, 17(5), 997-1025.
Clifton, A. & Mann, C. (2011). Can YouTube enhance student nurse learning? Nurse Education Today 31(4), 311-313. Cooper, H. E., Camic, P. M., Long, D. L., Panter, A. T., Rindskopf, D. E., & Sher, K. J. (2012). APA handbook of research methods in psychology, Vol. 2: Research designs: Quantitative, qualitative, neuropsychological, and biological. American Psychological Association.
David, L. (2015). E-learning Theory (Mayer, Sweller, Moreno). Learning Theories. Duffy, P. (2008). Using YouTube: Strategies for using new media in teaching and learning. In Enhancing learning through technology: Research on emerging technologies and pedagogies. World Scientific. https://doi.org/10.1142/9789812799456_0003 Duverger, P. (2012). Using YouTube videos as a primer to affect academic content retention. Metropolitan Universities, 23(2), 51-66. Galletta, A., 2013. Mastering the semi-structured interview and beyond: From research design to analysis and publication (Vol. 18). NYU Press. Hong, J. C., Hwang, M. Y., Szeto, E., Tsai, C. R., Kuo, Y. C., & Hsu, W. Y. (2016). Internet cognitive failure relevant to self-efficacy, learning interest, and satisfaction with social media learning. Computers in Human Behavior, 55, 214-222.
Jones, C. & Shao, B. (2011). The next generation and digital natives: Implications for higher education. Higher Education Academy. Jones, N. B., & Graham, C. (2013). Practices and tools in online course delivery. In Y. Kats (ed.): Learning management systems and instructional design: Best practices in online education (pp. 288-302). IGI Global. 10.4018/978-1-4666-3930-0.ch015 Kim, R., Olfman, L., Ryan, T., & Eryilmaz, E. (2014). Leveraging a personalized system to improve self-directed learning in online educational environments. Computers & Education, 70, 150-160. Lee, D. Y. & Lehto, M. R. (2013). User acceptance of YouTube for procedural learning: An extension of the Technology Acceptance Model. Computers & Education, 61, 193-208. Logan, R. (2012). Using YouTube in perioperative nursing education. AORN Journal, 95(4), 474-481. McCormick, J. G., Holland, S., & Szydlo, L. R. (2010). Experiential learning 2.0: Incorporating YouTube© in leisure studies. Schole: A Journal of Leisure Studies and Recreation Education, 25(1), 74-78. Miller, M. V. (2009). Integrating online multimedia into college course and classroom: With application to the social sciences. Online Submission, 5(2), 395-423.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847.
O'Neill, M. (2011). What Makes A Video “Viral”? Social Times: MediaBistro. Pauwels, L. & Hellriegel, P. (2009). Strategic and tactical uses of internet design and infrastructure: The case of YouTube. Journal of Visual Literacy, 28(1), 51-69. Schroeder, A., Minocha, S., & Schneider, C. (2010). The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning. Journal of Computer Assisted Learning, 26(3), 159-174.
Tan, E. & Pearce, N. (2011). Open education videos in the classroom: Exploring the opportunities and barriers to the use of YouTube in teaching introductory sociology. Research in Learning Technology, 19(Special Issue), 125-133.
Wang, V. C. X. (2012). Understanding and promoting learning theories. International Journal of Multidisciplinary Research and Modern Education, 8(2), 5-11. Watkins, J., & Wilkins, M. (2011). Using YouTube in the EFL classroom. Language Education in Asia, 2(1), 113-119. Wengraf, T. (2001). Qualitative research interviewing: Biographic narrative and semi-structured methods (1st Ed). Sage Publications Ltd. Wolf, Z. R. (2003). Exploring the audit trail for qualitative investigations. Nurse Educator, 28(4), 175-178.
Zhou, Q., Lee, C. S. & Sin, S.-C. J. (2017). Voluntary use of social media for formal learning: an investigation of using self-regulated learning [Paper presentation]. The 67th Annual Conference of the International Communication Association, San Diego, CA, USA.
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Published
2022-12-16
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How to Cite
IMPACT OF YOUTUBE AS AN ACADEMIC LEARNING RESOURCE FOR STUDENTS: AN E-LEARNING THEORY PRACTICE (A. Phulpoto , Trans.). (2022). Journal of Business And Entrepreneurship, 10(2), 101-108. https://doi.org/10.46273/jobe.v10i2.324
